CARLA Bibliography Search Results

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Fortune, T.W., & Tedick, D. J. (2019). Context Matters: Translanguaging and Bilingual/Immersion Education in the U.S. and Canada. In M. Haneda & H. Nassaji (Eds.), Perspectives on Language as Action (pp. 27–44). Bristol, UK: Multilingual Matters.

Fortune, T. W., & Tedick, D. J. (2018, October 22-27). “Two-Way immersion in Estonia: Best practice in curriculum and instruction.” Seminar conducted in partnership with INNOVE Foundation, Tallinn, Estonia.

Fortune, T. (2018, July 16-20). "Immersion 101: An introduction to immersion teaching." Summer institute for teachers conducted through the CARLA Summer Institute program at the Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Minneapolis, MN.

Fortune, T. W. (2018, August 23-24). “Immersion education professional development.” Workshop conducted for Lakes International Language Academy (LILA), Forest Lake, MN.

Fortune, T. W. (2018, August 9-10). “Immersion education professional development.” Workshop conducted for K-10 Spanish immersion educators and district leaders in the Sioux Falls School District, Sioux Falls, SD.

Fortune, T. W. (2018, March 12). “Effective program design and ways to effectively support high levels of biliteracy development among students.” Workshop conducted for the South Washington County Public Schools in Cottage Grove, MN.

Fortune, T. W. (2018, November 5-7). “Immersion education professional development.” Workshop conducted for the Parkview Elementary School Dual Language Program, Valparaiso, IN.

Fortune, T. W., Ju, Z. (2018, October). How can learner language inform Mandarin immersion teaching? CARLA Immersion Projects Research to Action Brief Series, University of Minnesota, Minneapolis, MN. Available online at: carla.umn.edu/immersion/briefs.html   See annotation...
Dr. Tara Fortune and CARLA research assistant, Zhongkui Ju, discuss key findings from a multi-year research project examining the oral proficiency outcomes of Mandarin immersion learners in the U.S. Results from their exploratory linguistic analysis of students' speech samples highlight specific aspects of learner language that can benefit from instructional interventions known to be effective in immersion classrooms.

Fortune, T. W., Ju, Z., Lien, L. (2018, November 16). “Reading in Mandarin and English: A comparative study of immersion learners.” Multi-case study presented at the annual conference of the American Council on the Teaching of Foreign Languages (ACTFL), New Orleans, LA.

Fortune, T., & Ju, Z. (2018, April 25). “Reading in Mandarin and English: An examination of Mandarin immersion readers’ strategic processing.” Presentation given at the CARLA Presentation Series, University of Minnesota, Minneapolis, MN.

Li, T., Fortune, T. W., Ju, Z., Lien, L. (2018, May 18). “Helping Struggling Readers in Mandarin Immersion School Settings.” Multi-case study presented at the National Chinese Language Conference, Salt Lake City, UT.

Fortune, T. W., & Tedick, D. J. (2017, September 25-29). “Two-Way immersion in Estonia: Key considerations for effective program design.” Seminar conducted in partnership with INNOVE Foundation, Tallinn, Estonia.

Fortune, T. (2017, December 6). “Anything new and exciting in immersion education?” Workshop conducted at Yinghua Academy, Minneapolis, MN.

Fortune, T. (2017, July 10-14). "Immersion 101: An introduction to immersion teaching." Summer institute for teachers conducted through the CARLA Summer Institute program at the Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Minneapolis, MN.

Fortune, T. (2017, November 6-7). “Welsh-medium immersion provision in Wales.” Workshop conducted for Welsh Government, Cardiff, Wales.

Fortune, T. (2017, October 19). “To separate languages or not to separate: That is the question.” Keynote presentation for Minnesota Advocates for Immersion Network (MAIN), Saint Paul, Minnesota.

Fortune, T. (2017, October 20). “Eliciting language and pushing proficiency.” Workshop conducted at Prince George’s County Public Schools, Upper Marlboro, MD.

Fortune, T. (2017, October 21). “Growing vocabulary in context.” Workshop conducted at Prince George’s County Public Schools, Upper Marlboro, MD.

Fortune, T. W. (2017, April 3). “Professional learning with the immersion teaching strategies observational checklist.” Workshop conducted for Forest Lakes Area Schools, Lino Lakes, MN.

Fortune, T. W. (2017, August 7-10). “An introduction to immersion teaching.” Workshop conducted for the West Michigan Alliance of Immersion Educators (WMAIE), Rockford, MI.

Fortune, T. W. (2017, January 19-20). “Teaching and learning in language immersion classrooms.” Workshop conducted for Milwaukee Public Schools French Immersion, Milwaukee, WI.

Fortune, T. W. (2017, March 3). “Pushing student language production in language immersion classrooms.” Workshop conducted for Milwaukee Public Schools French Immersion, Milwaukee, WI.

Fortune, T. W., & Tedick, D. (2017, June 14). “Context matters: Translanguaging and bilingual/immersion education in the US.” Presentation given at the International Symposium on Bilingualism, Limerick, Ireland.

Fortune, T., & Ju, Z. (2017, March 21). “Assessing and exploring the oral proficiency of early total Mandarin immersion learners.” Presentation made at the America Association for Applied Linguistics annual conference, Portland, OR.

Fortune, T.W., & Ju, Z. (2017). Assessing and exploring the oral proficiency of early total Mandarin immersion learners. Annual Review of Applied Linguistics, 37, 264–287. doi: 10.1017/S0267190517000150   See annotation...
This article presents original empirical research carried out in the early total Mandarin language immersion context. The study involves K–5 learners from three early total Mandarin immersion programs whose home language is English. We examined students’ second language (L2) oral proficiency in Mandarin in two ways: (a) a statistical comparative analysis of cross-sectional assessment data for kindergarten, Grade 2, and Grade 5 students and (b) a detailed linguistic complexity analysis comparing immersion students’ speech samples (one per grade level) produced during the assessment interview. Results indicate significant differences in median scores between kindergarten and Grade 2 in all domains; however, no median score differences were found between Grades 2 and 5. An exploratory complexity analysis of three speech samples revealed increasingly higher levels of grammatical complexity across grades. Measures of lexical complexity for the Grade 5 sample, while higher than those in kindergarten, were lower than those of Grade 2. Study findings question the efficacy of existing proficiency assessments at capturing the multidimensionality of oral proficiency in the intermediate and pre-advanced range. They also highlight the important role finely grained complexity measures can play in informing curriculum, instruction, and assessment practices.

 

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