Immersion Bibliography Search Results
Found 567 matching records for: One-way
MacIntyre, P. D., Baker, S. C., Clement, R. & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. SSLA, 23, 369–388.
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MacIntyre, P., Baker, S., Clement, R. & Donovan, L. (2003). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 53, 137–165.
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Mackey, A. (2002). Beyond production: Learners’ perceptions about interactional processes. International Journal of Educational Research, 37, 379–394.
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Mady, C. (2007). Allophone students in French second-official-language programs: A literature review. The Canadian Modern Language Review, 63(5), 727–760.
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Mady, C. & Arnett, K. (2009). Inclusion in French immersion in Canada: One parent's perspective. Exceptionality Education International, 19(2), 37–49.
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Maillat, D., & Serra, C. (2009). Immersion education and cognitive strategies: Can the obstacle be the advantage in a multilingual society? International Journal of Multilingualism, 6(2), 186–206.
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Majhanovich, S. (1990). Challenge for the 90s: The problem of finding qualified staff for French core and immersion programs. Canadian Modern Language Review, 46(3), 452–68.
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Majhanovich, S. E., & Fish, S. B. (1988). Training French immersion teachers for the primary grades: An experimental course at the University of Western Ontario. Foreign Language Annals, 21(4), 311–319.
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Makropoulos, J. (2005). A case study of French immersion stayers in an Ottawa high school: Cultural capital, investment, and identification to French. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th international symposium on bilingualism. Somerville, MA:Cascadilla Press.
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Makropoulos, J. (2010). Students' attitudes to the secondary French immersion curriculum in a Canadian context. Language, Culture, and Curriculum, 23(1), 1–13.
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Malicky, G. V., Fagan, W. T., & Norman, C. A. (1988). Reading processes of French immersion children reading in French and English. Canadian Journal of Education, 13(2), 277–289.
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Mård, K. (1995). Immersion pre-school as an environment for early second language acquisition. In M.Buss & C. Laurén (Eds.), Language immersion: Teaching and second language acquisition (pp. 141–151). Vassa, Finland:University of Vassa.
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Marsh, H.W., & Kong, K.C. (2000). Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and nonlanguage subjects. Harvard Educational Review, 70(3), 302–347.
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McGee, L. M., Kim, H., Nelson, K. S., & Fried, M. D. (2015). Change over time in first graders’ strategic use of information at point of difficulty in reading. Reading Research Quarterly, 50(3), 263-291.
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McGrath, B. (1998). Partners in learning: Twelve ways technology changes the teacher-student relationship. Technological Horizons In Education Journal, 25(9), 58–71.
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McGroarty, M. (1998). Constructive and constructivist challenges for applied linguistics. Language and Learning, 48(4), 591–622.
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McIntyre, P., Burns, C., & Jessome, A. (2011). Ambivalence about communicating in a second language: A qualitative study of French immersion students' willingness to communicate. The Modern Language Journal, 95(1), 81–96.
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McLaughlin, B. (1995). Fostering second language development in young children: Principles and practices. ERIC Digest. Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning and the Center of Applied Linguistics.
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Mellgren, M. (2017). Homework, projects and presentations how do I help? In M. Mellgren, The Language Immersion Life (pp. 127-143). North Charleston: Createspace independent publishing platform.
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Mellgren, M. (2017). Active involvement in your child’s experience. In M. Mellgren, The Language Immersion Life (pp.143-163). North Charleston: Createspace independent publishing platform.
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