Abstract

Research suggests there is an urgent need for a research-driven approach that measures the complex processes involved in bilingual instruction and its effects both on the learning of academic subjects and on the acquisition of English proficiency. These complex processes deal with language, instructional styles, and most importantly, key stakeholders and their training. Universities face a confounding paradox: an educational institution in which teacher training plays a small role. This study approaches the professional development of bilingual instructors in a Computer Science department directly from the context of their classrooms. Focusing on collaborative professional development, this article examines an in-service training project in which participatory action research provides meaningful experiences that add to good teaching practice.