The Dialogic Process of Capturing and Building Teacher Practical Knowledge in Dual Language Programs

Until very recently, the available literature on dual language immersion (DLI) had tended to focus on advocating for such programs or describing the features of particular models being implemented (Lindholm-Leary, 2000). Relatively little attention had been paid to the “practical knowledge of teachers” (Clandinin, 1986) working in such programs. This is despite the fact that the heart of language teaching is action—performance in the classroom (Wein, 1995)—and despite the fact that the accreditation of teacher education programs will rest on graduates meeting specific performance indicators (National Council for Accreditation of Teacher Education [NCATE], 2002). ¹