Laurent Cammarata, PhD

À propos de moi

Education: 

Laurent Cammarata, Ph.D. (2006), University of Minnesota, Minneapolis, MN. 

Major: Curriculum and Instruction, Second Languages and Cultures

Biography:

I am currently holding a Full Professor academic position in Education at the Faculté Saint-Jean, University of Alberta. I currently work in the preparation and ongoing professional development of K-12 teachers in French immersion and francophone minority settings. Broadly, my research focuses on teachers’ experience of implementing an integrated approach, more commonly known as content-based instruction (CBI) in North America and Content and Language Integrated Learning (CLIL) in Europe and elsewhere, a dual-focused educational approach in which an additional language is used for the concurrent teaching of content and language. I am particularly interested in how the approach is implemented in varied educational contexts and on implications for teacher education and professional development. My 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. My work on the topic has been published in varied well-respected scientific venues over the years such as the Canadian Modern Language Review, Foreign Language Annals, L2 Journal, the Modern Language Journal, and the International Journal of Bilingual Education and Bilingualism and has received many academic accolades such as the Paul Pimsleur Award for Research in Foreign Language Education (2013), the Stephen A. Freeman Award for Best Published Article (2018), the Alberta Teachers' Association (ATA) Educational Research Award (2018), and the Judy Gibson Award of Excellence in French Second Language Education (2023). My work as a lead editor includes a volume titled “Content-Based Foreign Language Teaching: Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills” (Routledge 2016), a special issue of the Journal of Immersion and Content-based Language Education (JICB) (John Benjamins, 2018), and a recently published edited volume titled "Teacher development for immersion and content-based instruction" (John Benjamins Current Topics, 2020). My colleague Dr. Pádraig Ó Duibhir and I have been co-editor-in-chief of the Journal of Immersion and Content-Based Language Education (John Benjamins) since January 2019.

Areas of interest/expertise: 

Teacher education & professional development; Second Language Acquisition (SLA); language teaching; immersion teaching pedagogy; teaching methods; Foreign Language (FL) education & Second language (SL) education; curriculum development; content-based instruction (CBI); Inquiry-based learning; technology-enhanced learning; qualitative inquiry; phenomenology; critical pedagogy.

Google Scholar profile & Research Gate profile

• Upcoming: Cammarata, L., & Ó Duibhir, P. (Spring 2025). Emerging issues in content-based minority language education contexts [Special Issue]. Journal of Immersion and Content-Based Language Education
• Keynote/Plenary address (2022, September). Integrating language and literacy teaching into the disciplines: Implications for teacher preparation in bilingual or multilingual contexts. Language Teacher Education Conference -- Second Language Teacher Education: Challenges and New Horizons, Vienna, Austria. [https://slted2022.univie.ac.at/keynotes-programme/keynotes/laurent-cammarata/]

EDU F 211 - Théories d'acquisition d'une langue première et d'une langue seconde

Le cours abordera les principales théories relatives à l'acquisition des langues maternelles, secondes et étrangères, tout en ayant une résonnance pratique. Les situations de plurilinguisme/pluriculturalisme et leurs impacts sur l'apprentissage seront également au coeur de ce cours. Note : Ce cours est susceptible d'offrir l'option CSL en partenariat avec le programme « Community Service Learning ». Dans ce cas, les étudiants auront la possibilité d'effectuer un stage de bénévolat de 20 heures avec un organisme communautaire à but non lucratif et/ou avec un organisme éducatif.

EDU M 332 - Théorie de l'apprentissage des langues et approche intégrée

Ce cours aborde les principales théories relatives à l'acquisition des langues qui sont au coeur des approches pour planifier et enseigner en contexte immersif et francophone minoritaire. Le volet pratique du cours propose une introduction au développement de séquences pédagogiques visant à intégrer l'enseignement de la langue et de la littératie dans le contexte de l'enseignement des matières. Préalable(s) ou concomittant(s): EDU S 201 (ou EDU F 200 et EDU M 232). Pour les étudiants du BEd/Ad: Préalable ou concomitant: EDU S 101. Note: Ce cours n'est pas accessible aux étudiants ayant des crédits pour EDU F 211 et EDU M 331.

M EDU 523 - Intégration du contenu, de la langue et de la littératie

Durant le cours les étudiants se familiariseront avec la recherche dans le domaine de l'intégration de la langue, du contenu et des habiletés liées à littératie disciplinaire en immersion et milieu francophone minoritaire. Ils analyseront les programmes d'enseignement actuels avec un regard critique afin d'identifier les lacunes de ceux-ci. Ils utiliseront une approche intégrée permettant un rééquilibrage de l'instruction afin que les sens et la forme soient conjointement ciblés. Enfin, Ils développeront un micro programme mettant en application les théories et pédagogies étudiées. Peut comprendre des sections en ligne.

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