Immersion Bibliography Search Results
Found 567 matching records for: One-way
Tse, S. K., Loh, K. Y. E., Lam, Y. H. R., & Lam, W. I. J. (2010). A comparison of English and Chinese reading proficiencies of primary school Chinese students. Journal of Multilingual and Multicultural Development, 31(2), 181–199.
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Tse, S., Loh, K., Lam, Y., & Lam, W. (2010). A comparison of English and Chinese reading proficiency of primary school Chinese students. Journal of Multilingual and Multicultural Development 31(2), 181-199.
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Tucker, G. R. (1990). Cognitive and social correlates and consequences of additive bilinguality. In J. E. Alatis (Ed.), Georgetown university round table on language and linguistics (pp. 90–101). Washington, DC:Georgetown University Press.
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Turnbull, M. & Arnett, K. (2002). Teachers’ uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204–218.
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Turnbull, M., Hart, D., & Lapkin, S. (2003). Grade 6 French immersion students’ performance on large-scale reading, writing, and mathematics tests: Building explanations. The Alberta Journal of Educational Research, 49(1), 6–23.
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Turnbull, M., Lapkin, S., & Hart, D. (2001). Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario (1998-99). The Canadian Modern Language Review (1), 58, 11–25.
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Turnbull, M., Lapkin, S., Hart D., & Swain, M. (1998). Time on task and immersion graduates’ French proficiency. In L. Sharon (Ed.), French second language education in Canada: Empirical studies (pp. 31–55). Toronto, Canada:University of Toronto Press.
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Uchikoshi, Y., Yang, L., Lohr, B., & Leung, G. (2016). Role of oral proficiency on reading comprehension: Within-language and cross-language relationships. Literary Research: Theory, Method, and Practice, 65(1), 236-252.
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Valadez, C., & Gregoire, C. P. (1990). Development of a bilingual education plan. In A. Padilla, H. Fairchild, C. Valadey & H. Halford (Eds.), Bilingual education: Issues and strategies (pp. 106–125). Necobury Park, CA: Sage Publications.
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Van der Keilen, M. (1995). Use of French, attitudes and motivations of French immersion students. The Canadian Modern Language Review, 51, 287–304.
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Vare, S. (2006). Are Russian-medium schools ready to change over to Estonian as a language of secondary-level instruction in 2007? Applied Linguistics, 2, 303–325.
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Veilleux, I. & Bournot-Tries, M. (2005). Standards for the language competence of French immersion teachers: Is there a danger of erosion? Canadian Journal of Education, 28, 487–507.
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Vesterbacka, S. (1991). Ritualised routines and L2 acquisition: Acquisition strategies in an immersion program. Journal of Multilingual and Multicultural Development, 12(1&2), 35–43.
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Wade-Woolley, L. & Cormier, P. (2004). Effective reading intervention for children in French immersion. Research proposal submitted to the Spencer Foundation.
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Walker, C. & Jones-Walker, E. (1997). Generic interactive pair activities: An effective means of integrating language and content in the second language classroom. In M. R. Childs & R. M. Bostwick (Eds.), Learning through two languages: Research & practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education (pp. 91–112). Katoh Gakuen, Japan.
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Walker, C. L., & Tedick, D. J. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal , 84(2), 5–27.
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Walker, E. (2010). Evaluation of a support intervention for senior secondary school English immersion. System, 38(1), 50–62.
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Walsh, A. & Yeoman, E. (1999). Making sense of the French in French immersion: Concept development in early F1. The Canadian Modern Language Review, 55(3), 342–354.
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Wang, J., & Leland, C. H. (2011). Beginning students' perceptions of effective activities for Chinese character recognition. Reading in a Foreign Language, 23(2), 208–224.
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Watkins, D. (2008). Western educational research: A basis for educational reforms in Asia? In Tan, O., McInerney, D., Liem, A., & Tan, A., What the West can learn from the East: Asian perspectives on the psychology of learning and motivation (pp. 59–76). Charlotte, NC: Information Age Publishing Inc.
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