This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs. It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.

Susan Ballinger is Associate Professor in the Department of Integrated Studies in Education at McGill University, Canada. Her research interests include language awareness, peer interaction and cross-linguistic pedagogy and she is General Editor of the Journal of Immersion and Content-Based Language Education.

Ruth Fielding is Associate Professor in Languages and TESOL Teacher Education at Monash University, Australia. Her research examines multilingual identity, language teacher identity, bilingual education in Australia and intercultural approaches to language education.

Diane J. Tedick is Professor Emeritus of Second Language Education at the University of Minnesota, USA. Her research interests include student language development in immersion education and immersion/dual language teacher education and professional development.