Ph.D., The Ohio State University
second languages and cultures
Curriculum and Instruction .
Room 254 PeikH
159 Pillsbury Dr SE
Areas of Interest
Immersion and dual language education, content-based language instruction, language teacher education and development, foreign language education.
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, and there is ample research evidence to support that conviction. My primary research interest focuses on the pedagogy required for the successful integration of language and content instruction, particularly in dual language and 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 to maximize the language learning potential of the dual language/immersion model? I focus on research and evaluation projects that focus on this question and provide professional development opportunities for dual language and immersion teachers locally, nationally and internationally. I’m also engaged in projects that focus on student language development in dual language/immersion contexts. In addition, I serve as co-editor of an international research journal, Journal of Immersion and Content-Based Language Education (JICB), published by John Benjamins.
CI 5670 Foundations of Dual Language and Immersion Education
CI 5671 Curriculum Development and Assessment for Dual Language and Immersion Classrooms
CI 5672 Language-Focused Instructional Practices and Strategies for Dual Language and Immersion Classrooms
CI 5676 Biliteracy Development in Dual Language and Immersion Classrooms
2015: Recipient of the University of Minnesota Award for Outstanding Contributions to Postbaccalaureate, Graduate and Professional Education
2013: Co-recipient of the ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education
2012: Fulbright Specialist in Education (Bilingual and Multilingual Education) – University of Vaasa, Finland
2004: Best Director of Graduate Studies, University of Minnesota Graduate School
1998: Emma Birkmaier Award for outstanding service and support for world language and culture education in Minnesota – Minnesota Council on the Teaching of Languages and Cultures
Tedick, D. J., & Roy Lyster. (forthcoming). Scaffolding language development in immersion and dual language classrooms. NY: Routledge.
Tedick, D. J., Christian, D. & Fortune, T. W. (Eds.). (2011). Immersion education: Practices, policies, possibilities. Bristol, UK: Multilingual Matters, Ltd.
Fortune, T. W. & Tedick, D. J. (Eds.) (2008). Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon, UK: Multilingual Matters, Ltd.
Tedick, D. J. (Ed.). (2005). Second Language Teacher Education: International Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Selected Journal Articles
Fortune, T. W. & Tedick, D. J. (2015). Oral proficiency development of English Proficient K–8 Spanish immersion students. Modern Language Journal, 99(4), 637–655. doi: 10.1111/modl.12275
Tedick, D. J. & Wesely, P. I. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum, 28(1), 25–40. [Special issue: Content-based Instruction and CLIL: Moving Forward into the 21st Century, edited by Jasone Cenoz & Yolanda Ruiz de Zarobe.] doi: 10.1080/07908318.2014.1000923
Tedick, D. J. & Young, A. I. (2014). Fifth grade two-way immersion students’ responses to form-focused instruction. Applied Linguistics, 1–25. doi: 10.1093/applin/amu066
Lyster, R. & Tedick, D. J. (2014). Research perspectives on immersion pedagogy: Looking back and looking forward. Journal of Immersion and Content-Based Language Education [Special issue: Language Immersion Education: A Research Agenda for 2015 and Beyond], 2(2), 210–224.
Cammarata, L. & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96(2), 251–269.
Tedick, D. J. & Cammarata, L. (2012). Content and language integration in K-12 contexts: Student outcomes, teacher practices and stakeholder perspectives. Foreign Language Annals, 45(S1), S28–S53.
Recent book chapters
Larsen-Freeman, D. & Tedick, D. J. (2016). Teaching world languages: Thinking differently. In D. H. Gitomer & C. A. Bell (Eds.) Handbook of research on teaching (pp. 1335–1388). Washington, DC: American Educational Research Association.
Cammarata, L., Tedick, D. J., & Osborn, T. A. (2016). Content-based instruction and curricular reforms: Issues and goals. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 1–22). NY: Routledge/Taylor Francis.
Young, A. I. & Tedick, D. J. (2016). Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 135–160). Amsterdam: John Benjamins.
Tedick, D. J. (2015). The United States of America: The paradoxes and possibilities of bilingual education. In P. Mehisto & F. Genesee (Eds.), Building bilingual education systems: Forces, mechanisms and counterweights (pp. 1–22). Cambridge, UK: Cambridge University Press.
Tedick, D. J., & Fortune, T. W. (2013). Bilingual/immersion teacher education. In Carol A. Chapelle (Ed.). The Encyclopedia of Applied Linguistics (pp. 438–443). Hoboken, NJ: Wiley-Blackwell. doi: 10.1002/9781405198431.wbeal0096
Tedick, D. J., Christian, D., & Fortune, T. W. (2011). The future of immersion education: An invitation to ‘dwell in possibility’. In Tedick, D. J., Christian, D. & Fortune, T. W. (Eds.). Immersion education: Practices, policies, possibilities (pp. 1–10). Bristol, England: Multilingual Matters, Ltd.
PI – Dual Language and Immersion Pathways to English Learner Success Through Professional Development and Parent Engagement (DLI3P) Project. U.S. Department of Education: English Language Acquisition: National Professional Development Program. Sept. 2016–Aug. 2021. $2,662,737.