Immersion Bibliography Search Results
Found 567 matching records for: One-way
Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483–503. http://doi.org/10.1093/applin/amu013
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Gray, V. (1982). A summary of the elementary school evaluation of the early French immersion program in Fredericton, New Brunswick. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 42(5), 940–951.
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Guerrero, M., & Guerrero, C. M. (2017). El español académico: el pilar olvidado de la educación bilingüe. In D. M., Guerrero, M., Consuelo Guerrero, L., Soltero-González, & K. Escamilla. Abriendo brecha: Antología crítica sobre la educación bilingüe de doble inmersión (pp. 217-237). Albuquerque: Fuente Press.
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Haigh, C., Savage, R., Erdos, C, & Genesee, F. (2011). The role of phoneme and onset-rime awareness in second language reading acquisition. Journal of Research in Reading 34(1), 94-113.
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Haj-Broussard, M.G. (2003). Language, identity and the achievement gap: Comparing experiences of African-American students in a French immersion and a regular education context (Doctoral Dissertation). Louisiana State University and Agricultural and Mechanical College.
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Halbach, A. (2012). Adapting content subject tasks for bilingual teaching. Encuentro, 21, 34–41.
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Haley, M., & Ferro, M. (2011). Understanding the perception of Arabic and Chinese teachers towards transitioning into U.S.schools. Foreign Language Annals 44(2), 289-307.
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Hall, K. (1993). Process writing in French immersion. The Canadian Modern Language Review, 49(2), 256–273.
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Halsall, N. (1994). Attrition/retention of students in French immersion with particular emphasis on secondary school. The Canadian Modern Language Review, 50(2), 312–333.
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Hamayan, E. V., & Tucker, G. R. (1980). Language input in the bilingual classroom and its relationship to second language achievement. TESOL Quarterly, 24(4), 453–468.
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Hamayan, E., Genesee, F., & Cloud, N. (2013). The first steps: Planning a dual language program. In Dual language instruction from A-Z: Practical guidance for teachers and administrators (pp. 43-86). Portsmouth, NH: Heinemann.
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Hamayan, E., Genesee, F., & Cloud, N. (2013). Teaching academic content. In Dual language instruction from A-Z: Practical guidance for teachers and administrators (pp. 115-156). Portsmouth, NH: Heinemann.
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Hammerly, H. (1987). The immersion approach: Litmus test of second language acquisition through classroom communication. Modern Language Journal, 71(4), 395–401.
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Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10(3), 331–359.
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Harley, B. (1991). Directions in immersion research. Journal of Multilingual and Multicultural Development, 12(1&2), 9–19. Clevedon, England:Multilingual Matters Ltd.
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Harley, B. (1992). Patterns of second language development in French immersion. French Language Studies, 2, 159–183.
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Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition (SSLA), 15, 245–259.
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Harley, B. (1998). The role of focus-on-form tasks in promoting child L2 acquisition. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition. New York: Cambridge University Press.
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Harley, B. (1998). French immersion research in Canada: The 1990s in perspective. Mosaic, 6(1), 3–10.
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Harley, B., & Jean, G. (1999). Vocabulary skills of French immersion students in their second language. ZIF, 4(2), 1–25.
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