University of Alberta, Campus Saint-Jean
Laurent Cammarata is Associate Professor in Education at the Faculté Saint-Jean, University of Alberta, Canada. Formerly a language teacher, Dr. Cammarata has been a teacher educator for more than fifteen years. He currently works in the preparation and ongoing professional development of K-12 teachers in French immersion and francophone minority settings in Canada. Broadly, his research has focused on teachers’ experience of implementing content-based instruction (CBI) in varied educational contexts and on implications for teacher education and professional development. His current line of research examines 1) the potential of curricular models specifically designed to help teachers optimize the integration of content, language, and literacy in instruction, and 2) the influence of immersion teacher educators’ knowledge base, experience, and beliefs on their capacity to prepare immersion teachers to implement a well-integrated approach. Dr. Cammarata’s publications on the topic of content and language integration in curriculum planning and teaching have appeared in varied well-respected scientific venues over the years. He is also the 2013 co-recipient of the Paul Pimsleur Award for Research in Foreign Language Education and the editor of Content-Based Foreign Language Teaching: Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills (Routledge 2016). .
Karen Ní Chlochasaigh
DCU Institute of Education
Dr. Karen Ní Chlochasaigh is a post-doctoral researcher at DCU Institute of Education and The Educational Research Centre, where she is working as part of a research team with two senior researchers, Dr. Pádraig Ó Duibhir, DCU Institute of Education and Dr. Gerry Shiel, The Educational Research Centre. The post-doctoral study involves investigating the effect of immersive education on achievement, progress and attitudes in all-Irish schools in disadvantaged areas in the Republic of Ireland (DEIS schools). The study is funded by COGG (An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta). She is an Irish-language tutor in Aonad na Gaeilge at the University of Limerick since 2006 and is also a part-time lecturer on the M. Oid san Oideachas Lán-Ghaeilge offered at MIC. She currently acts as a school placement and research supervisor at various third level institutions and her research interests include effective language learning, language awareness, online reflective learning practices, Irish language pedagogy and acquisition processes. In 2014, she successfully completed a PhD on the Effective Acquisition of Irish as a Second Language at Tralee IT under the supervision of Professor Muiris Ó Laoire. She also holds a BA and an MA in Irish from Mary Immaculate College and a DMGA from NUI Maynooth. Dr. Ní Chlochasaigh is originally from Limerick but now resides in Banna Strand, Co. Kerry.
University of the Basque Country UPV/EHU
David Lasagabaster is Professor of Applied Linguistics at the University of the Basque Country, where he received his PhD in 1997 with a thesis entitled “Creativity and metalinguistic awareness: their influence on the learning of English as L3”. He has been a visiting scholar at several universities, such as the Centre for Immersion and Multilingualism (University of Vaasa, Finland), the Ontario Institute for Studies in Education (University of Toronto, Canada), the University of Nevada, Reno (USA), the School of Languages and Linguistics (the University of Melbourne, Australia), Universidad Nacional Autónoma de México (UNAM), Graduate Center, the Central University of New York (USA), and University of Oxford (UK). He has been involved in teacher education in Spain for several years and has published on second/third language acquisition, CLIL (Content and Language Integrated Learning), attitudes and motivation, and multilingualism. He has published widely in international journals, books and edited books. Among others, he has co-edited “CLIL in Spain: Implementation, Results and Teacher Training”
(Cambridge Scholars Publishing, 2010); “English-medium Instruction at Universities: Global Challenges” (Multilingual Matters, 2013); “Motivation and Foreign Language Learning: From Theory to Practice” (John Benjamins, 2014); and “CLIL experiences in secondary and tertiary education: In search of good practices” (Peter Lang, 2016).