Diane J Tedick
Biographic Data
| ID | 1294035 |
|---|---|
| NAME | Diane J Tedick |
| GIVEN NAMES | Diane J |
| FAMILY NAME | Tedick |
| SIGNATURE | TEDICK D J |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-9275-2984 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 9 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Bilingual and Immersion Teacher Education
This entry provides an overview of issues and research on teacher education for bilingual/immersion contexts. Bilingual education encompasses a wide range of program models involving use of at least two languages for academic instruction, one being the majority language of the geographic area where the program is offered and the other a second, foreign, heritage, or Indigenous language. The entry begins with a definition of bilingual/immersion ed…
Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction
Two-way immersion (TWI) programs in the U.S. integrate learners with different home languages and varied proficiencies in Spanish and English. Although both English home language (EHL) and Spanish home language (SHL) TWI students succeed academically in English, they often experience incomplete acquisition (Montrul 2011. “Morphological Errors in Spanish Second Language Learners and Heritage Speakers.” Studies in Second Language Acquisition 33: 16…
Fifth Grade Two-Way Immersion Students’ Responses to Form-Focused Instruction
Two-way immersion (TWI) programs in the US are not reaching their minority language learning potential. While English home language (EHL) students develop functional proficiency, their minority language (e.g., Spanish) remains grammatically inaccurate. Spanish home language (SHL) students may also develop non-native-like aspects. Scholars suggest that underdeveloped language proficiency is partly due to teachers’ tendency to neglect language duri…
A review of research on content-based foreign/second language education in US K-12 contexts
This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and maj…
Balancing Content and Language in Instruction: The Experience of Immersion Teachers
Research on immersion teaching has consistently shown that immersion teachers tend to focus on subject matter content at the expense of language teaching. The response to that research has often entailed suggestions for teachers on how better to integrate language and content in their instruction. However, missing from the discussion are rich descriptions of the actual experiences that immersion teachers have as they attempt to balance language a…
Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives
This literature review, which examines the research on integrating the teaching of content and language at the pre‐K–12 level, provides a synthesis of research conducted over the past 10 years in a wide array of educational contexts, ranging from content‐driven, high time‐intensive to language‐driven, low time‐intensive program models. Organized into three major thematic strands, this review examines research on student outcomes, on classroom int…
Chapter 7. French Immersion Studies at the University of Ottawa: Programme Evaluation and Pedagogical Challenges
Index
Chapter 13. Struggling Learners and the Language Immersion Classroom
Chapter 3. Insights from Indigenous Language Immersion in Hawai‘i
The Future of Immersion Education: An Invitation to ‘Dwell in Possibility’
Chapter 6. The Same Outcomes for All? High-School Students Reflect on Their Two-Way Immersion Program Experiences
Chapter 1. The Future of Immersion Education: An Invitation to ‘Dwell in Possibility’
Talking in the Fifth-Grade Classroom: Language Use in an Early, Total Spanish Immersion Program
Immersion Education: Practices, Policies, Possibilities
Pathways to Multilingualism: Evolving Perspectives on Immersion Education
In this volume an international roster of scholars offers theoretical perspectives, research reviews and empirical studies on teaching, learning and language development in immersion education. The editors bring together research from three distinct branches, including foreign language, bilingual and indigenous immersion programs.
Pathways to multilingualism: Evolving Perspectives on Immersion Education
One-Way, Two-Way and Indigenous Immersion: A Call for Cross-Fertilization
Second Language Teacher Education: International Perspectives
Social Factors and Language Proficiency in Postsecondary Spanish Immersion: Issues and Implications
A number of SLA studies indicate that social factors play a crucial role in the language use and performance of second-language learners participating in immersion experiences. Tarone and Swain (1995) described the impact of social pressures in the language choice of primary-level learners, indicating that is- sues of identity and group acceptance may impede use of the immersion language in informal interactions since learners lack a socially-app…
Immersion Education: International Perspectives
Communicative Competence: Theory and Classroom Practice
Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which…
From Theory to Practice: How Do We Prepare Teachers for Second Language Classrooms
Major reform efforts in the field of teacher education have occurred during the past decade. This article provides a description of one institution's response to reform efforts within the context of a post‐baccalaureate second language teacher education program, which combines the preparation of foreign language and English as a second language (ESL) teachers. The description begins with a brief overview of the theoretical and philosophical found…
Immersion Education: Practices, Policies, Possibilities
Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives
This literature review, which examines the research on integrating the teaching of content and language at the pre‐K–12 level, provides a synthesis of research conducted over the past 10 years in a wide array of educational contexts, ranging from content‐driven, high time‐intensive to language‐driven, low time‐intensive program models. Organized into three major thematic strands, this review examines research on student outcomes, on classroom int…
Immersion Education: International Perspectives
From Theory to Practice: How Do We Prepare Teachers for Second Language Classrooms
Major reform efforts in the field of teacher education have occurred during the past decade. This article provides a description of one institution's response to reform efforts within the context of a post‐baccalaureate second language teacher education program, which combines the preparation of foreign language and English as a second language (ESL) teachers. The description begins with a brief overview of the theoretical and philosophical found…
Social Factors and Language Proficiency in Postsecondary Spanish Immersion: Issues and Implications
A number of SLA studies indicate that social factors play a crucial role in the language use and performance of second-language learners participating in immersion experiences. Tarone and Swain (1995) described the impact of social pressures in the language choice of primary-level learners, indicating that is- sues of identity and group acceptance may impede use of the immersion language in informal interactions since learners lack a socially-app…
From Theory to Practice: How Do We Prepare Teachers for Second Language Classrooms
Major reform efforts in the field of teacher education have occurred during the past decade. This article provides a description of one institution's response to reform efforts within the context of a post‐baccalaureate second language teacher education program, which combines the preparation of foreign language and English as a second language (ESL) teachers. The description begins with a brief overview of the theoretical and philosophical found…
Immersion Education: International Perspectives
Communicative Competence: Theory and Classroom Practice
Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which…
Social Factors and Language Proficiency in Postsecondary Spanish Immersion: Issues and Implications
A number of SLA studies indicate that social factors play a crucial role in the language use and performance of second-language learners participating in immersion experiences. Tarone and Swain (1995) described the impact of social pressures in the language choice of primary-level learners, indicating that is- sues of identity and group acceptance may impede use of the immersion language in informal interactions since learners lack a socially-app…
Second Language Teacher Education: International Perspectives
Pathways to Multilingualism: Evolving Perspectives on Immersion Education
In this volume an international roster of scholars offers theoretical perspectives, research reviews and empirical studies on teaching, learning and language development in immersion education. The editors bring together research from three distinct branches, including foreign language, bilingual and indigenous immersion programs.
Pathways to multilingualism: Evolving Perspectives on Immersion Education
One-Way, Two-Way and Indigenous Immersion: A Call for Cross-Fertilization
Chapter 7. French Immersion Studies at the University of Ottawa: Programme Evaluation and Pedagogical Challenges
Index
Chapter 13. Struggling Learners and the Language Immersion Classroom
Chapter 3. Insights from Indigenous Language Immersion in Hawai‘i
The Future of Immersion Education: An Invitation to ‘Dwell in Possibility’
Chapter 6. The Same Outcomes for All? High-School Students Reflect on Their Two-Way Immersion Program Experiences
Chapter 1. The Future of Immersion Education: An Invitation to ‘Dwell in Possibility’
Talking in the Fifth-Grade Classroom: Language Use in an Early, Total Spanish Immersion Program
Immersion Education: Practices, Policies, Possibilities
Balancing Content and Language in Instruction: The Experience of Immersion Teachers
Research on immersion teaching has consistently shown that immersion teachers tend to focus on subject matter content at the expense of language teaching. The response to that research has often entailed suggestions for teachers on how better to integrate language and content in their instruction. However, missing from the discussion are rich descriptions of the actual experiences that immersion teachers have as they attempt to balance language a…
Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives
This literature review, which examines the research on integrating the teaching of content and language at the pre‐K–12 level, provides a synthesis of research conducted over the past 10 years in a wide array of educational contexts, ranging from content‐driven, high time‐intensive to language‐driven, low time‐intensive program models. Organized into three major thematic strands, this review examines research on student outcomes, on classroom int…
A review of research on content-based foreign/second language education in US K-12 contexts
This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and maj…
Fifth Grade Two-Way Immersion Students’ Responses to Form-Focused Instruction
Two-way immersion (TWI) programs in the US are not reaching their minority language learning potential. While English home language (EHL) students develop functional proficiency, their minority language (e.g., Spanish) remains grammatically inaccurate. Spanish home language (SHL) students may also develop non-native-like aspects. Scholars suggest that underdeveloped language proficiency is partly due to teachers’ tendency to neglect language duri…
Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction
Two-way immersion (TWI) programs in the U.S. integrate learners with different home languages and varied proficiencies in Spanish and English. Although both English home language (EHL) and Spanish home language (SHL) TWI students succeed academically in English, they often experience incomplete acquisition (Montrul 2011. “Morphological Errors in Spanish Second Language Learners and Heritage Speakers.” Studies in Second Language Acquisition 33: 16…
Bilingual and Immersion Teacher Education
This entry provides an overview of issues and research on teacher education for bilingual/immersion contexts. Bilingual education encompasses a wide range of program models involving use of at least two languages for academic instruction, one being the majority language of the geographic area where the program is offered and the other a second, foreign, heritage, or Indigenous language. The entry begins with a definition of bilingual/immersion ed…
Psychology (17 works) · Mathematics education (12 works) · Second Language Learning and Teaching (12 works) · EFL/ESL Teaching and Learning (11 works) · Mathematics (11 works) · Immersion (mathematics) (10 works) · Multilingual Education and Policy (10 works) · Pedagogy (10 works) · Sociology (8 works) · Linguistics (7 works)