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Pathways to Multilingualism: Evolving Perspectives on Immersion Education


reviewed by Kristen Campbell Wilcox — July 28, 2008

coverTitle: Pathways to Multilingualism: Evolving Perspectives on Immersion Education
Author(s): Tara Williams Fortune and Diane J. Tedick (Eds.)
Publisher: Multilingual Matters, Clevedon
ISBN: 1847690351, Pages: 248, Year: 2008
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What is “immersion” and what benefits do “immersion” programs offer students? These are central questions in the fields of second and foreign language teaching and learning, but more broadly to all educators who are attempting to adapt their programs and instructional practices for increasingly ethnically and linguistically diverse student populations. Research on effective programs and classroom practices to enhance bi and multilingualism is scarce, although some patterns regarding age of instruction, length of instruction, and relationships of second language (L2) and first language (L1) learning processes (i.e., “transfer”) are emerging . Defining “Immersion” education and synthesizing the research base regarding the varieties of immersion programs being implemented around the globe are two of the central foci of this edited volume. Some of the key questions this volume explores include: What are the effects of implementation differences (decisions on how program languages are allocated-for example by time, by teacher, by content... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 28, 2008
http://www.tcrecord.org ID Number: 15321, Date Accessed: 9/22/2017 1:07:29 PM

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About the Author
  • Kristen Wilcox
    University at Albany
    E-mail Author
    KRISTEN CAMPBEL WILCOX is a Visiting Assistant Professor in the Educational Theory and Practice Department of the University at Albany. Her areas of research interest are in the use of qualitative methods at the intersections of language, culture, and cognition in multicultural and multilingual educational contexts. In this vein, she has investigated the impacts of high stakes tests in ethnically and linguistically diverse educational settings, and currently is conducting best practice research at the elementary, middle, and high school levels in “beating the odds” school districts, and in writing instruction in and across subject areas in the National Study of Writing Instruction. She has taught English as a second and foreign language at the Kindergarten through doctoral levels in the United States, Puerto Rico, and Brazil; developed curricula at the K-12 and post-secondary levels; and currently teaches graduate courses in socio-cultural theory, methods for ESL, EFL, and foreign language teachers, and qualitative research.
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