Tara W. Fortune
Immersion Projects Coordinator
Tara Williams Fortune is an immersion teaching specialist and coordinator of the Immersion Research and Professional Development Project at the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota. She devotes most of her professional time to the preparation and continuing education of language immersion educators throughout the U.S. Her publications include two co-edited volumes on immersion research, Pathways to Multilingualism: Evolving Perspectives on Immersion Education (2008, Multilingual Matters Ltd.) and Immersion Education: Practices, Policies and Possibilities (2011, Multilingual Matters Ltd.), and Struggling Learners & Language Immersion Education (2010, University of Minnesota). Fortune’s current research interests include immersion students’ oral language proficiency development and the struggling immersion learner. She also serves as a member of the editorial board for the new Journal of Immersion and Content-based Language Education (JICB), John Benjamins Publishing.
- Ph.D., 2001. Curriculum and Instruction, University of Minnesota.
Dissertation Title: "Understanding Immersion Students' Oral Language
Use as a Mediator of Social Interaction in the Classroom"
- M.A., 1995. Second Languages and Cultures Education, University of Minnesota.
Plan B Paper Title: "The Private Bilingual Schools of Mexico City: An
Immersion-Model Approach to Second Language Acquisition"
- B.A. 1978. Classical Languages, German, and Humanities, College of St.
Benedict, St. Joseph, MN
Tedick, D. J., & Fortune, T. W. (2013). Bilingual/Immersion teacher education. In C. Chapelle, (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.
Fortune, T.W., Wieland, M., & Minnesota Mandarin Immersion Collaborative Team. (2012). Minnesota Mandarin Immersion Collaborative “Design Model Membranes” Unit. Retrieved January 4, 2013 from http://www.carla.umn.edu/immersion/MMIC/unit_membranes.html
Fortune, T. W. (2012). What the research says about immersion. In Asia Society (Ed.), Chinese language learning in the early grades: A handbook of resources and best practices for Mandarin immersion (pp. 9-13). Retrieved from http://asiasociety.org/education/chinese-language-initiatives/chinese-language-learning-early-grades
Tedick, D. J., Christian, D., & Fortune, T. W. (Eds.) (2011). Immersion
education: Practices, policies, possibilities. Clevedon, England: Multilingual Matters,
Fortune, T. W. (2011). Struggling learners and the language immersion
classroom. In D. J. Tedick, D. Christian, & T. W. Fortune (Eds.) Immersion education:
Practices, policies, possibilities. Clevedon, England: Multilingual Matters, Ltd.
Fortune, T. with M. R. Menke. (2010). Struggling learners & language immersion
education: Research-based, practitioner-informed responses to educators’ top
questions (CARLA Publication Series). Minneapolis: University of Minnesota, The
Center for Advanced Research on Language Acquisition.
Fortune, T. W. & Tedick, D. J. (Eds.). (2008). Pathways to multilingualism: Evolving
perspectives on immersion education. Clevedon, England: Multilingual Matters, Ltd.
Walker, C.L., Ranney, S. & Fortune, T. W. (2005). Preparing preservice teachers for
English language learners: A content-based approach. In D. J. Tedick (Ed.) Second
language teacher education: International perspectives (pp. 313-333). Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.