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Review of Teacher development for immersion and content-based instruction; Editors: Laurent Cammarata, T.J. Ó Ceallaigh; Publisher: John Benjamins Publishing Company, 2018; ISBN: 97890272074877; Pages: 201

100%

Papaja K. L.

Studies in Second Language Learning and Teaching

2021

tom 11

nr 2

305-310

Searching for ways to expand the spectrum of methods of teaching and learning foreign languages triggers valuable initiatives and offers support for both students and teachers. Programs such as French immersion in Canada, content-based instruction (CBI), and content and language integrated learning (CLIL) have become popular across the world (Harrop, 2012), which is rapidly becoming a global village where the role of languages is crucial. In an integrated world, teaching content through language is viewed as a modern form of educational delivery; therefore, as the editors emphasize “teacher preparation and professional development endeavors are key drivers of successful I/B and CBI programs across a variety of models” (p. 3). Teacher Development for Immersion and Content-Based Instruction is a key contribution to the field, which offers valuable insights into the complexity of teacher preparation as well as further professional development in the case of immersion/bilingual contexts.

Investigating Code-switching in a Content and Language Integrated Learning (CLIL) Classroom

63%

Papaja K. L. , Wysocka-Narewska M.

Theory and Practice of Second Language Acquisition

2020

tom 6

nr 1

51-63

The aim of this article is to provide an outline of the research on code-switching in CLIL, starting with a brief description of code-switching and its main causes. The study, which is to be presented, was conducted among Secondary School CLIL learners and is based on a questionnaire especially prepared for this study. The main aim of the study was to investigate the situations in which CLIL learners switch the codes. Additionally, the researchers were trying to find out the positive and negative impact of this phenomenon on the foreign language being acquired.