Immersion Bibliography Search Results
Found 567 matching records for: One-way
Dobb, F. (2004). Essential elements of effective science instruction for English learners. Los Angeles, CA: California Science Project.
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Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). New York:Ablex Pub. Corp.
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Dorner, L. M., & Layton, A. (2014). “¿Cómo se dice?” Children’s multilingual discourses (or interacting, representing, and being) in a first-grade Spanish immersion classroom. Linguistics and Education, 25, 24–39. doi:10.1016/j.linged.2013.12.001
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Dunagan, D. (n.d.). The death penalty in the U.S.: The legal and historical precedent for death penalty in the U.S. (Lesson 1) CARLA CoBaLTT website. Retrieved from http://www.carla.umn.edu/cobaltt/lessonplans/detail_unit.php?unitID=409
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Dupuy, B. C. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals, 33(2), 205–222.
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Durán, R., & Aragón, J. M. (2017). El desarrollo de jóvenes bilingües: un enfoque desde la teoría de la actividad histórica cultural (CHAT) sobre los programas de doble inmersion. In D. M., Guerrero, M., Consuelo Guerrero, L., Soltero-González, & K. Escamilla. Abriendo brecha: Antología crítica sobre la educación bilingüe de doble inmersión (pp. 119-133). Albuquerque: Fuente Press.
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Echevarria, J. & Graves, A. (2007). Curriculum adaptations. Sheltered content instruction: Teaching English language learners with diverse abilities (3rd ed.) (pp. 123–149). Boston: Pearson Education, Inc.
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Echevarria, J., & Graves, A. (2015). Differentiated instruction. In Sheltered content instruction: Teaching English learners with diverse abilities (5th ed.) (pp. 123-144). Boston: Pearson.
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Echevarria, J., Graves, A. (1998). Chapter 5: Learning strategies. Sheltered content instruction: Teaching English language learners with diverse abilities (pp. 96–120). Boston, MA: Pearson Education.
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Echevarria, J., Vogt, M. E., & Short, D. J. (2013). Comprehensible Input. In Making content comprehensible for English learners(4th ed.) (pp. 95-114). Boston, MA: Pearson.
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Echevarria, J., Vogt, M.E., Short, D.J. (2016). Making content comprehensible for English learners: The SIOP® Model (5th Ed.). Boston, MA: Pearson Education, Inc.
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Education Commission of the States. (1999). Service-learning; Every child a citizen. Retrieved from http://www.ecs.org/clearinghouse/13/50/1350.htm
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Education Week. (2014). Spotlight on foreign language instruction. Jamaal Abdul-alim. Retrieved from http://www.edweek.org/ew/articles/2012/11/30/13foreign.h32.html
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Educational Support Services. (2002). Survey of 1998 and 1999 Manitoba French immersion graduates. Retrieved from http://www.edu.gov.mb.ca/k12/docs/french_imm/survey98_99.html
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Ellis, N. C. (1998). Emergentism, connectionism and language learning. Language Learning, 48(4), 631–664.
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Erben, T. (2004). Emerging research and practice in immersion teacher education. Annual Review of Applied Linguistics, 24, 320–338.
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Escamilla, K. (2016). Empirical applications of Ruiz’s language orientation: From theory to practice. The Bilingual Review, 33(3), 140–153.
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Evans, S. (2009). The medium of instruction in Hong Kong revisited: Policy and practice in the reformed Chinese and English streams. Research Papers in Education, 24(3), 287–309.
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Ewart, G. (2009). Retention of new teachers in minority French and French immersion programs in Manitoba. Canadian Journal of Education, 32(3), 473–507.
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Ewart. G., & Straw, S. (2001). Literacy instruction in two French immersion classrooms in western Canada. Language, Culture, and Curriculum, 14(2), 187–199.
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