Content and Language Integrated Instruction in an Immersion Setting through Chinese and English Teacher Collaboration

This study explores the collaboration between Chinese and English partner teachers in a Chinese immersion school. They demonstrated commitment, communication, and collaboration, emphasizing student success. They bridged the curriculum by identifying shared standards, essential questions, and assessments, ensuring coherence across Chinese and English instruction. Pedagogical translanguaging strategies were employed, leveraging multilingual resources and encouraging cross-linguistic transfer. Students utilized their linguistic repertoire in meaningful ways, resulting in deeper content knowledge and language development. The study highlights students' positive experiences, recognizing the relevance of both languages and fostering bilingual identities. These findings emphasize the importance of translanguaging practices and the creation of flexible, multilingual spaces through collaborative planning to enhance content and language integration in immersion education.