Immersion Bibliography Search Results
Found 567 matching records for: One-way
Carr, T. H., & Levy, B. A. E. (1990). Reading and its development: Component skills approaches. San Diego, CA: Academic Press.
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Carver-Akers, K. & Markatos-Soriano, K. (2007). Our young cultural ambassadors: Montessori peacemakers for a modern world. Montessori Life: A Publication of the American Montessori Society, 19(2), 42–47.
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Cekaite, A. (2009). Soliciting teacher attention in an L2 classroom: Affect displays, classroom artifacts, and embodied action. Applied Linguistics, 30(1), 26–48.
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Cenoz, J. & Valencia, J. (1994). Additive trilingualism: Evidence from the Basque country. Applied Psycholinguistics, 15(1), 196–207.
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Center for Applied Linguistics. (1997). A national survey of foreign language instruction in elementary and secondary schools. Retrieved from ERIC Database (ED434514)
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Chamot, A. U., & El-Dinary, P. (n.d.). Children’s Learning Strategies in Language Immersion Classrooms. Paper presented at Georgetown University.
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Chamot, A. U., & O'Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227–393.
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Chapelle, C., & Hunston, S. (2013). Word parts. In C. Chapelle, & S. Hunston (Ed.), Learning vocabulary in another language (2nd ed) (pp. 389-413). United Kingdom: Cambridge University Press.
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Cheng, L. (2012). English immersion schools in China: evidence from students and teachers. Journal of Multilingual and Multicultural Development, 33(4), 379–391. http://doi.org/10.1080/01434632.2012.661436
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Cheng, L., Li, M., Kirby, J. R., Qiang, H., Wade-Woolley, L. (2010). English language immersion and students' academic achievement in English, Chinese and mathematics. Evaluation & Research in Education, 23(3), 151–169.
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Chesterfield, R., Hayes-Latimer, K., Chesterfield, K. B. & Chavez, R. (1983). The Influence of Teachers and Peers on Second Language Acquisition in Bilingual Preschool Programs. TESOL Quarterly, 17(3), 401–419.
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Chipman, M., Roy, N., & Naylor, C. (2001). Implementing and evaluating a school-based peer tutoring program, Report #1: Implementing the program. Vancouver, British Columbia: British Columbia Teachers’ Federation.
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Chowan, T. (1997). Key concepts of successful immersion. ACIE Newsletter, 1(1), 5.
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Christ, T., & Wang, X. C. (2010). Bridging the vocabulary: What the research tells us about vocabulary instruction in early childhood. Young Children, 65(4) 84-91.
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Cleghorn, A., & Genesee, F. (1984). Languages in contact: An ethnographic study of interaction in an immersion school. TESOL Quarterly, 18(4), 594–625.
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Cloud, N., Genesee, F., & Hamayan, E. (2000). Critical features of enriched education. In N. Cloud, F. Genesee, & E. Hamayan (Eds.), Dual language instruction: A handbook for enriched education (pp. 113–138). Boston, MA: Heinle & Heinle Publishers.
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Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners: A teacher’s guide to research-based practices. Portsmouth, NH: Heinemann.
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Coffman, R. (1992). Immersion: A principal's perspective. In E. Bernhardt (Ed.), Life in language immersion classrooms (pp. 154–181). Bristol, UK:Multilingual Matters.
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Cohen, A. D. (1974). The Culver City Spanish immersion program: The first two years. Modern Language Journal, 58(3), 95–103.
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Cohen, A. D. (1976). The case for partial or total immersion education. In A. Jr. Simoes (Ed.), The bilingual child: Research and analysis of existing educational themes (pp. 65–89). New York:Academic Press Inc.
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