College of Education and Human Development

Department of Curriculum and Instruction

People

Diane Tedick

  • Professor Emeritus

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.

    DEGREES

    PhD, Foreign/Second Language Acquisition, The Ohio State University
    MA, Early and Middle Childhood Education, The Ohio State University
    BA, Spanish, Kent State University 
    second language education

      AREAS OF INTEREST

      Immersion and dual language education, content-based language instruction, language teacher education and development, content and language integration, foreign language education.

      Coordinator of Certificate in Dual Language and Immersion Education and M. Ed. in Language Immersion Education.

        BIOGRAPHY

        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.

        Courses Taught 

        • 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

        Awards

        Outstanding Contributions to Postbaccalaureate Graduate and Professional Education Award, University of Minnesota, 2015

        Best Director of Graduate Studies Award, University of Minnesota Graduate School, Spring 2004

        ACTFL/NFMLTA/MLJ Paul Pimsleur Award for research in foreign language education, University of Minnesota, 2016

        ACTFL/NFMLTA/MLJ Paul Pimsleur Award for research in foreign language education, University of Alberta, 2013

          PUBLICATIONS

          Books and Edited Books

          Tedick, D. J., & Roy Lyster. (2020). -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

          Tedick, D. J. & Zilmer, C. (2018). Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education, 6(2), 271–297. 

          Tedick, D. J. & Young, A. I. (2017). Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism, 21(3), 303–318. doi: 10.1080/13670050.2017.1383354

          Tedick, D. J. & Young, A. I. (2016). Fifth grade two-way immersion students’ responses to form-focused instruction. Applied Linguistics, 37(6), 784–807. doi: 10.1093/applin/amu066

          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

          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.

           Recent book chapters

          Fortune, T.W., & Tedick, D. J. (2019). Context matters: Translanguaging and language immersion education in the U.S. and Canada. In M. Haneda & H. Nassaji (Eds.), Perspectives on language as action: Festschrift in honor of Merrill Swain (pp. 27–44). Bristol, UK: Multilingual Matters.

          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.

           Sponsored Projects

          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.

          Diane Tedick

          • Curriculum and Instruction
            125 Peik Hall
            159 Pillsbury Drive SE
            Minneapolis, MN 55455

          • djtedick@umn.edu

          • Retired in 2022

            Professor Emeritus: No longer accepts new PhD students, advises, or teaches in the department