Immersion Bibliography Search Results
Found 567 matching records for: One-way
Swain, M. (1978). French immersion: Early, late or partial? Canadian Modern Language Review, 34(3), 577–585.
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Swain, M. (1981). Bilingual education for majority and minority language children. Studia Linguistica, 35(1-2), 15–29.
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Swain, M. (1984). A review of immersion education in Canada: Research and evaluation studies. Studies of immersion education: A collection for United States educators (pp. 87–112). Sacramento: California State Department of Education.
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Swain, M. (1991). Manipulating and complementing content teaching to maximise second language learning. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith & M. Swain (Eds.), Foreign/ second language pedagogy research: A commemorative volume for Clans Færch. Clevedon, UK: Multilingual Matters.
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Swain, M. (1992). Using assessment information in French immersion programs. In E. Shohamy & R. Walton (Eds.), Assessment for feedack:Testing and other strategies. Dubuque, IO: Kendall/Hunt Publishing.
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Swain, M. (1996). Discovering successful second language teaching strategies and practices: From programme evaluation to classroom experimentation. Journal of Multilingual and Multicultural Development, 17(2-4), 89–104.
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Swain, M. (1998). Focus on form through conscious reflection. In C, Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–83). New York: Cambridge University Press.
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Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 99–114). Oxford, UK:Oxford University Press.
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Swain, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review, 58(1), 44–63.
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Swain, M. & Johnson, R. K. (1997). Immersion education: A category within bilingual education. In R.K. Johnson & M. Swain (Eds.), Immersion education: International perspectives. New York: Cambridge University Press.
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Swain, M. & Lapkin, S. (1986). Immersion French in secondary schools: “The goods” and “the bads”. CONTACT, 5(3), 2–9.
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Swain, M. & Lapkin, S. (2000). Task-based second language learning: the uses of the first language. Language Teaching Research, 4(3), 251–274.
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Swain, M. & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304.
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Swain, M. & Lapkin, S. (2005). The evolving sociopolitical context of immersion education in Canada: some implications for program development. International Journal of Applied Linguistics, 15(2), 170–186.
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Swain, M. & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1(1), 101–130.
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Swain, M., & Lapkin, S. (1982). Academic outcomes of immersion education. In M. Swain & S. Lapkin, Evaluating bilingual education: A Canadian case study (pp. 56–69). Clevedon, England: Multilingual Matters.
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Swain, M., & Lapkin, S. (1991). Additive bilingualism and French immersion education: The roles of language proficiency and literacy. In A.G. Reynold, Bilingualism, multiculturalism and second language learning: The McGill Conference in honor of Wallace E. Lambert. Hillsdale, NJ: Laurence Erlbaum.
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Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–337.
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Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1(1), 101–129.
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Swain,M. (1996). Integrating language and content in immersion classrooms: Research perspectives. The Canadian Modern Language Review, 52(4), 529–548.
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