Immersion Bibliography Search Results
Found 567 matching records for: One-way
Hult, F. M., & Hornberger, N. H. (2016). Revisiting orientations in language planning: Problem, right, and resources as an analytical heuristic. The Bilingual Review, 33(3), 30–49.
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Husum, R., & Bryce, R. (1991). A survey of graduates from a Saskatchewan French immersion high school. Canadian Modern Language Review, 48(1), 135–143.
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Jacobson, S. (2013). A comprehensive evaluation of a K-5 Chinese language immersion program. Unpublished Doctoral Dissertation. Gardner-Webb University, North Carolina.
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Jared, D. (2008). Large-scale literacy assessments of French immersion students. Retrieved from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=238
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Jared, D. Cormier, P., & Levy, B. A. (2012). Cross-language activation in phonology in young bilingual readers. Reading and Writing: An Interdisciplinary Journal, 25(6), 1327–1343.
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Jeon, E. H. (2012). Oral reading fluency in second language reading. Reading in a Foreign Language, 24(2), 186-208.
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Johnson, M. (1997, Fall). Lessons from students: Service-learning demonstrates community responsibility. Resource Center of the Americas: Educating about the Americas, 1–2.
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Jones, J. P. (1984). Past, present, and future needs in immersion. Canadian Modern Language Review, 41(2), 260–267.
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Joy, R. (2003). The concurrent development of basic reading skills in French and English in early French immersion. Unpublished doctoral thesis, Ontario Institute for Studies in Education of the University of Toronto.
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Kaskela-Nortamo, B. (1995). An overview of teaching practices in Swedish immersion in Finland. In M. Buss, & C. Laurén (Eds.), Language immersion teaching and second language acquisition (pp. 47–59). Vassa, Finland: University of Vassa.
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Kern, R. G. (1992). Teaching second language texts: Schematic interaction, affective response and the directed reading-thinking activity. Canadian Modern Language Review, 48(2), 307–323.
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Ketterer, K. A. (2000). Second language immersion, integrated curriculum, constructivism, and information technology: A case study of the blending of frames through the lends of information technology. (Unpublished doctoral dissertation). University of Oregon, Eugene.
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Kissling, E. (2014). What predicts the effectiveness of foreign-language pronunciation instruction?: Investigating the role of perception and other individual differences. The Canadian Modern Language Review, 70(4), 532-558. doi:10.1353/cml.2014.0037
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Klimova, B. (2012). CLIL and the teaching of foreign languages. Social and Behavioral Sciences, 47, 572–576.
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Knaus, V. & Nadasdi, T. (2001). Etre ou ne pas etre in immersion French. The Canadian Modern Language Review, 58, 287–306.
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Knell, E. & Chi, Y. (2012). The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs. International Education, 41(2), 66–87.
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Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers' and language-trained teachers' pedagogies? Canadian Modern Language Review, 66(2), 233–267.
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Kong, S. & Hoare, P. (2012). The development of academic language proficiency: Challenges for middle school immersion in Hong Kong and Xi’an. International Education, 41(2), 88–109.
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Kong, S., Hoare, P., & Chi, Y. (2011). Immersion education in China: Teachers' perspectives. Frontiers of Education in China, 6(1), 68–91.
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Kowal, M. & Swain, M. (1997). From semantic to syntactic processing. In R. K. Johnson, & M. Swain (Eds.), Immersion education: International perspectives (pp. 284–309). New York:Cambridge University Press.
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