Abstract:

While much literature in the field celebrates the plethora of benefits associated with immersion education, effective implementation of such programmes remains complex (Cammarata & Ó Ceallaigh, 2018). This topic remains at the epicentre of many research studies. To ensure quality teaching and learning in immersion contexts, researchers repeatedly emphasise that teachers require a unique and in-depth knowledge base in relation to language, content and pedagogy (Morton 2019; Shulman 1987; Troyan et al 2017). Scholars remind us, however, that it is through effective and meaningful professional development (PD) experiences that teachers embrace opportunities to develop their dual role as both content and language teachers, which is crucial to the overall success of immersion education (Ó Ceallaigh, Ó Laoire & Uí Chonghaile, 2019; Tedick & Zilmer, 2018). Therefore, effective PD for immersion teachers needs to be delicately calibrated to the myriad of knowledge bases required.
This study aims to respond to researchers’ requests (.i. Lyster & Ballinger 2011) for increased PD, tailored specifically to the needs of immersion teachers and also endeavours to build on similar lines of inquiry in the field of PD (Darling-Hammond et al. 2017). The current mixed-methods evaluative study was conducted within a constructivist paradigm from 2018-2023 to explore participants’ experiences of a hybrid PD programme for immersion teachers. Qualitative data were gathered through semi-structured interviews (n = 44) and through discourse analysis which was conducted on externally validated reports of the programme and participant reflections. To further support such qualitative data, quantitative data were gathered through questionnaires (n = 41). Findings suggest that bespoke PD is essential to support teachers to increase teacher language awareness and refine and generate immersion-specific pedagogies demanded to develop student competencies in immersion. Defining features of effective immersion PD are also identified. It is intended that such findings may support teacher professional learning in immersion both nationally and internationally. The paper will conclude with a discussion on implications for designing meaningful and effective immersion PD experiences and will also consider implications for future research, policy and practice.

Keywords:

Professional development, immersion, pedagogy, teacher language awareness.