Counterbalanced instruction
Diane J. Tedick, Roy Lyster · 2019
Chapter 3 begins with research-based explanations for immersion and dual language (ImDL) students’ shortcomings in the minority language, which in turn supports the call for ImDL classrooms that are discourse rich and language rich. Counterbalanced instruction is introduced as a means to draw attention to language in discourse contexts related to subject matter or literacy themes so that students engage with the forms and functions of the minority language in contextualized and meaningful ways. Skill acquisition theory is invoked to support instructional interventions emphasizing repetitive yet meaningful practice in conjunction with feedback to help students to proceduralize their declarative knowledge, which moves them forward from effortful use of the minority language to more automatic use.