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As a former bilingual teacher,
I have always been convinced that teaching language through content
is the most effective approach to teaching second/foreign languages.
My primary research interest focuses on the pedagogy required for
the successful integration of language and content instruction,
particularly in dual language and language immersion contexts, where
a world language (e.g., Chinese, Spanish), or indigenous language
(e.g., Ojibwe, Yup’ik) is used as the vehicle for teaching
academic subject matter.
This interest
is reflected in a number of my research and development projects. My
work centers on the pedagogy of dual language and immersion
teachers. How do they learn to systematically integrate language
instruction in the context of content instruction to maximize the
language learning potential of the immersion model? I engage in
research and evaluation projects that focus on this question and
provide professional development opportunities for dual language and
immersion teachers locally, nationally and internationally.
For seven
years I directed the CoBaLTT project — Content-Based Language
Teaching with Technology — one of several projects funded by the
University of Minnesota’s National Language Resource Center, which
is housed in the
Center for Advanced Research on Language Acquisition (CARLA).T
he CoBaLTT program offered a professional development opportunity to
K–16 foreign language and immersion teachers to learn how to harness
innovative technological applications that support content-based
language instruction. The
online resource center
that we developed during the span of the project remains available.
Finally, as a
teacher educator, I am interested in research on language teacher
education in general. Given the increasing importance of
bilingualism and multilingualism in our global community, it is
difficult to imagine anything more important than the work that
language teachers do.
Selected publications
New book!
Fortune, T. W. &
Tedick,
D. J. (Eds.) (2008). Pathways to multilingualism: Evolving
perspectives on immersion education. Clevedon, England:
Multilingual Matters, Ltd.
http://www.multilingual-matters.com/display.asp?K=9781847690364
Bigelow, M. &
Tedick, D.J. (2005). Combining foreign and second language teacher
education: Rewards and challenges. In D. J. Tedick (Ed.) Second
language teacher education: International perspectives (pp.
295-311). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Fortune, T. W.
& Tedick, D. J. (2003). What Parents Want to Know about Foreign
Language Immersion Programs. ERIC Digest, Washington, DC: Center
for Applied Linguistics.
http://www.cal.org/resources/digest/0304fortune.html
Tedick, D. J.
& Cammarata, L. (forthcoming). CoBaLTT: An online resource to
support the implementation of content-based instruction. In J. Davis
(Ed.) Advances in foreign and second language methodology
instruction. Greenwich, CT: Information Age Publishing.
Tedick, D. J.
(Ed.). (2005). Second Language Teacher Education: International
Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Walker, C. L.,
& Tedick, D. J. (2000). The complexity of immersion education:
Teachers address the issues. Modern Language Journal, 84(1),
5-27.
Featured research and outreach
January 2008
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