Laurent Cammarata
Dados Biográficos
| ID | 5434776 |
|---|---|
| NOME | Laurent Cammarata |
| PRENOMES | Laurent |
| SOBRENOME | Cammarata |
| ASSINATURA | CAMMARATA L |
| AFILIAÇÕES | University of Alberta |
| ORCID | 0000-0001-9998-2208 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 16 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
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…
Phenomenology and Hermeneutics
Phenomenology is an umbrella term encompassing hermeneutics, a distinct branch that emerged from a schism within the phenomenological school of thought.
Teacher content-language awareness in Canadian immersion teacher education programs
Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help pre-/in-service teachers acquire the knowledge and awareness they need to be effective. In recent years, scholars h…
Integrated content, language, and literacy instruction in a Canadian French immersion context
Although immersion programs are very popular in Canada, they are complex to implement and not as successful as we would hope them to be when it comes to the development of students’ language skills. This article reports on the findings of a case study conducted within the context of an ongoing five-year grant funded project in Western Canada whose overarching goal was increased student achievement through targeted professional development (PD) in…
Integration PCK
This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content‐based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I–PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary …
Balancing Content and Language in Instruction
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
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…
Content and Language Integration in K–12 Contexts
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…
Integration PCK
This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content‐based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I–PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary …
Balancing Content and Language in Instruction
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
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…
Integration PCK
This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content‐based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I–PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary …
Integrated content, language, and literacy instruction in a Canadian French immersion context
Although immersion programs are very popular in Canada, they are complex to implement and not as successful as we would hope them to be when it comes to the development of students’ language skills. This article reports on the findings of a case study conducted within the context of an ongoing five-year grant funded project in Western Canada whose overarching goal was increased student achievement through targeted professional development (PD) in…
Teacher content-language awareness in Canadian immersion teacher education programs
Research demonstrates that content, language, and literacy integration is challenging for teachers working in content-based instructional contexts such as immersion and Content and Language Integrated Learning. Although teacher preparation programs for content-based instruction contexts exist, it is unclear whether and how they help pre-/in-service teachers acquire the knowledge and awareness they need to be effective. In recent years, scholars h…
Phenomenology and Hermeneutics
Phenomenology is an umbrella term encompassing hermeneutics, a distinct branch that emerged from a schism within the phenomenological school of thought.
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 (7 obras) · Second Language Learning and Teaching (7 obras) · EFL/ESL Teaching and Learning (6 obras) · Mathematics education (6 obras) · Pedagogy (6 obras) · Multilingual Education and Policy (3 obras) · Sociology (3 obras) · Teacher education (3 obras) · Curriculum (2 obras) · Foreign language (2 obras)