Immersion Bibliography Search Results
Found 567 matching records for: One-way
Lucido, F. & McEachern, W. (2000). The influence of bilingualism on English reading scores. Reading Improvement, 37, 87–91.
|
Lynch, A., Klee, C. A., & Tedick, D. J. (2001). Social factors and language proficiency in postsecondary Spanish immersion: Issues and implications. Hispania, 84, 510–524.
|
Lyster, R. (1987). Speaking immersion. Canadian Modern Language Review, 43(4), 701–717.
|
Lyster, R. (1990). The role of analytic language teaching in French immersion program. Canadian Modern Language Review, 47(1), 159–176.
|
Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence. Applied Linguistics, 15(3), 263–287.
|
Lyster, R. (1994). La négociation de la forme: Stratégie analytique en classe d'immersion. Canadian Modern Language Review, 50(3), 446–465.
|
Lyster, R. (1998). Immersion pedagogy and implications for language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 64–95). Multilingual Matters.
|
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 183–218.
|
Lyster, R. (1998). Diffusing dichotomies: Using the multidimensional curriculum model for developing analytic teaching materials in immersion. In S. Lapkin (Ed.), French second language education in Canada: Empirical studies, 197–218. Toronto, Canada: University of Toronto
|
Lyster, R. (1998). Form in immersion classroom discourse: In or out of focus? Canadian Journal of Applied Linguistics, 20(1), 53–82.
|
Lyster, R. (2002). The importance of differentiating negotiation of form and meaning in classroom interaction. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development: Papers in Honor of Henning Wode (pp. 381–397). Trier, Germany: Wissenschaftlicher Verlag Trier.
|
Lyster, R. (2002). Negotiation in immersion teacher-student interaction. International Journal of Educational Research, 37, 237–253.
|
Lyster, R. (2004). Differential effects of prompts and recasts in Form-focused Instruction. SSLA, 26, 399–432.
|
Lyster, R. (2004). Issues and options in immersion pedagogy. Katoh Gakuen symposium report: Putting it all together: Best practices in immersion, EFL & Early English Education (pp. 52–63). Numazu, Japan: Katoh School.
|
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14(3), 321–341. http://doi.org/10.1017/S0959269504001826
|
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66.
|
Lyster, R., & Tedick, D. (2014). Research perspectives on immersion pedagogy looking back and looking forward. Journal of Immersion and Content-Based Language Education, 2(2), 210-224. doi:10.1075/jicb.2.2.04lys
|
Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18 (3-4), 366-383.
|
Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169-197.
|
Macías, R. (2014). Benefits of bilingualism: In the eye of the beholder?. In Callahan, R., & Gandara, P., The bilingual advantage: Language. literacy and the US labor market (pp. 16-44). Tonawanda, NY: Multilingual Matters.
|
