Immersion Bibliography Search Results
Found 567 matching records for: One-way
Kruk, R. S., Reynolds, K. A. (2012). French immersion experience and reading skill development in at-risk readers. Journal of Child Language, 39(3), 580–610.
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Kucer, S. B., Silva, C., & Delgado Larocco, E.L. (1995). Bibliography of theme topics, generalizations, concepts, & materials. In S. B. Kucer, C. Silva, & E. L. Delgado-Larocco (Eds.), Curricular Conversations: Themes in multilingual and monolingual classrooms (pp. 137–180). York, ME: Stenhouse Publishers.
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Kucerik, J. (2000). Let's assess: Connecting students, parents, and teachers. Learning Languges, 5(2), 4–9.
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Kuo, L., & Anderson, R. (2010). Beyond cross-language transfer: reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading 14(4), 365-385. DOI: 10.1080/10888431003623470
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Laing, D. (1988). A comparative study of the writing abilities of English-speaking grade 8 students in French-speaking schools. Canadian Journal of Education, 13(2), 306–324. Retrieved from http://www.jstor.org/stable/1494958
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LaLonde, E. (2002). How do the learning and coping strategies used by early French immersion students affect the development of their interlanguage?
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Lambert, W. E. (1974). A Canadian experiment in the development of bilingual competence. Canadian Modern Language Review, 31(2), 108–116.
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Lambert, W. E. (1975). Culture and language as factors in learning and education. In A. Wolfgang (Ed.), Education of immigrant students (pp. 55–83). Toronto: Ontario Institute for Studies in Education.
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Lambert, W. E., Genesee, F., Holobow, N., & Chartrand, L. (1993). Bilingual education for majority English-speaking children. European Journal of Psychology of Education, 8(1), 3–22. Retrieved from http://www.springerlink.com/content/y81l01821l01r2n1/
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Landry, R., & Allard, R. (1991). Can schools promote additive bilingualism in minority group children? In L. Malave, & G. Duquette (Eds.), Language, culture and cognition: A collection of studies in first and second language acquisition (pp. 198–231). Bristol, UK:Multilingual Matters.
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Lapkin, S. (1984). How well do immersion students speak and write French? Canadian Modern Language Review, 40(5), 575–85.
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Lapkin, S. & Swain, M. (2004). What underlies immersion students’ production: The case of Avoir Besoin De. Foreign Language Annals, 37(3), 349–355.
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Lapkin, S., & Swain, M. (1996). Vocabulary teaching in a grade 8 French immersion classroom: A descriptive case study. Canadian Modern Language Review, 53(1), 242–56.
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Lapkin, S., Andrew, C.M., Harley, B., Swain, M., & Kamin, J. (1981). The immersion centre and the dual-track school environment and achievement in a French immersion program. Canadian Journal of Education, 6(3), 69–90.
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Lapkin, S., Hart, D., & Swain, M. (1991). Early and middle French immersion programs: French language outcomes. Canadian Modern Language Review, 48(1), 11–41.
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Lapkin, S., Swain, M., & Shapson, S. (1990). French immersion research agenda for the 90s. Canadian Modern Language Review, 46(4), 638–74.
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Lapkin, S., Swain, M., & Smith, M. (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. The Modern Language Journal, 86(4), 485–507.
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Laplante, B. (1997). Teaching science to language minority students in elementary classrooms. NYSABE Journal, 12, 62–83.
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Lasagabaster, D. (2001). Bilingualism, immersion programmes and language learning in the Basque country. Journal of Multilingual and Multicultural Development, 22, 401–425.
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Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–375.
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