Immersion Bibliography Search Results

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Adesope, O. O., Lavin, T., Thompson, T., & Ugerleider C. (2010). A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism. Review of Educational Research, 80(2), 207-245.
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40(6), 1063-1081.
Akcan, S. (2005). Supporting oral second language use: A learning experience in a first grade German immersion class. Early Childhood Education Journal, 32, 359–364.
Akcan, S. (2005). Puppet theater time in a first grade french-immersion class. Young Children, 38–41.
Alberta Learning. (2000). Bibliographic annotte: Selecton annotte: Selection d’ouvrages de la litterature jennesse. Alberta Learning.
Allen, P., Swain, M., Harley, B., & Cummis, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of SL education. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The Development of Second-Language Proficiency (pp. 57–81). New York: Cambridge University Press.
Alliance for Service Learning in Education Reform. (1993). Standards of quality for school-based service-learning. Equity & Excellence in Education, 26(2), 71–73.
American Speech-Language-Hearing Association. (1997-2002). Language-based learning disabilities. Retrieved from
Andrews, B. (1996-8). Multimedia in the foreign language classroom. Retrieved from ERIC Database (ED413770)
Andrus, E. (1996). Service learning: Taking students beyond community service. Middle School Journal, 28(2), 10–18.
Annandale, E. (1986). French teacher training: Problems and solutions -- A Manitoba perspective. Canadian Modern Language Review, 41(5), 910–916.
Aquino-Sterling, C., Rodríguez-Valls, F., & Outes, R. (2017). La educación bilingüe en Estados Unidos de Norteamérica: continuiades y discontinuidades históricos y actuales. In D. M., Guerrero, M., Consuelo Guerrero, L., Soltero-González, & K. Escamilla. Abriendo brecha: Antología crítica sobre la educación bilingüe de doble inmersión (pp. 1-16). Albuquerque: Fuente Press.
Arlington Public Schools Ed. Center. (1997). Spanish partial-immersion program rubrics for writing and speaking in English and Spanish for grades 1-5. Arlington Public Schools.
Armengol, R. & Badia, I. (1998). Developing the language of mathematics in partial-immersion: The ladder to success. Learning Languages, 14–18.
Arnau, J. (2000). Catalan immersion teachers: Principles of language teaching. International Journal of Bilingual Education and Bilingualism, 3(2), 79–100. Retrieved from
Arnau, J. & Bel, A. (1995). How different contexts promote the use of language in a Catalan immersion program: Instructional implications. In M. Buss, & C. Lauren (Eds.), Language immersion: Teaching and second language acquisition (pp. 107–140). Vaasa, Finland: University of Vaasa.
Arries, J. F. (1999). Learning disabilities and foreign languages: A curriculum approach to the design of inclusive courses. Modern Language Journal, 83(1), 98–110.
Asia Society. (2012). Chinese language learning in the early grades: A handbook of resources and best practices for Mandarin immersion NY, NY: Asia Society. Retrieved from
Bak, T. H., Nissan, J. J., Allerhand, M. M., Deary, I. J. (2014). Does bilingualism influence cognitive aging? Annals of Neurology. Published online: June 2, 2014, doi: 10.1002/ana.24158




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