Immersion Bibliography Search Results
Found 567 matching records for: One-way
Harris, J. (1995). Educational telecomputing projects: Information collections. The Computing Teacher, 22(7), 59–63.
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Harris, J. (1995). Educational telecomputing projects: Interpersonal exchanges. The Computing Teacher, 22(6), 60–64.
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Harrop, E. (2012). Content and language integrated learning (CLIL): Limitations and possibilities. Encuentro, 21, 57–70.
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Hart, D., Lapkin, S., Swain, M. (1998). Characteristics of the bilingual private sector job market with special references to French immersion graduates: Exploratory studies. In S. Lapkin (Ed.), French second language education in Canada: Empirical studies (pp. 56–85). Toronto, Canada: University of Toronto Press.
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Hefferman, P. (1991). French second language teacher education and continuing professional development in Canada: The role of smaller universities and related institutions. The Canadian Modern Language Review, 47(5), 843–861.
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Heitzman, S. M. (1994). Language use in full immersion classrooms: Public and private speech. (Unpublished master’s thesis). University of Minnesota, Minneapolis.
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Hermanto, N., Moreno, S., & Bialystok, E. (2012). Linguistic and metalinguistic outcomes of intense immersion education: How bilingual? International Journal of Bilingual Education, 15(2), 131–145.
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Hickey, T. (2002). Language contact in the minority language immersion preschool. ACTAS/Proceedings II Simposio International Bilinguismo, 1297–1318.
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Hickey, T. M., & de Mejía, A. M. (2014). Immersion education in the early years: A special issue. International Journal of Bilingual Education and Bilingualism, 17(2), 131-143.
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Hickey, T. M., Lewis, G., & Baker, C. (2014). How deep is your immersion? Policy and practice in Welsh-medium preschools with children from different language backgrounds. International Journal of Bilingual Education and Bilingualism, 17(2), 215-234.
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Hoare, P. (2001). A comparison of the effectiveness of a “language aware” & “non language aware” late immersion teacher. In S. Björklund (Ed.), Language as a tool: Immersion Research and Practice (pp. 196–210). Vassa, Finland:University of Vassa.
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Hoare, P., & Kong, S. (2001). A framework of attributes for English immersion teachers in Hong Kong and implications for immersion teacher education. In S. Björklund (Ed.), Language as a Tool: Immersion Research and Practices (pp. 211–230). Vassa, Finland:University of Vassa.
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Holobow, N. (1988). The effectiveness of partial French immersion for children from different ethnic and social class backgrounds. FLES News, 2(1), 1–8.
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Holobow, N. E. (1988). The effectiveness of partial French immersion for children from different ethnic and social class backgrounds. FLESNews, 2(2), pp. 2-3; 5-8.
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Hopewell, S., & Escamilla K. (2014). Biliteracy development in immersion contexts. Journal of Immersion and Content-Based Language Education, 2(2), 181-195. doi:10.1075/jicb.2.2.02hop
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Hornberger, N. H. (2003). Continua of biliteracy. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 3–34). Clevedon, England: Multilingual Matters Ltd.
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Hovi, N. (1995). Emphasizing language use-work in a Swedish immersion kindergarten. In M. Buss, & C. Laurén (Eds.), Language immersion: Teaching and second language acquisition (pp. 27–36). Vassa, Finland:University of Vassa.
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Hu, G., & Alsagoff, L. (2010). A public policy perspective on English medium instruction in China. Journal of Multilingual and Multicultural Development, 31(4), 365–382.
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Hu, G., & Alsagoff, L. (2010). A public policy perspective on English medium instruction in China. Journal of Multilingual and Multicultural Development, 31(4), 365–382.
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Huang, X., Trube, B., Yu, C. (2011). Meeting the dual goals of content knowledge and English language learning: A study of the CCUEI curriculum materials. Frontiers of Education in China, 6(1), 37–67.
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