Immersion Bibliography Search Results
Found 417 matching records for: Two-way
Ek, L.D. (2004). Becoming biliterate: A study of two-way bilingual immersion education, by B. Perez. Journal of Language and Social Psychology, 25(3), 331–336.
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Ernest, H.M. & Gonzalez, R.M. (1996). Sanchez and Metz elementary schools: Dos idiomas, un mundo: Dual language project. Title VII first-year evaluation report. Washington, DC: Educational Resources Information Center.
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Escamilla, K. (2000). Teaching literacy in Spanish. In J. V. Tinajero, & R. A. DeVillar (Eds.), The power of two languages 2000: Effective dual-language use across the curriculum (pp. 127–141). Farmington, NY: McGraw-Hill School Division.
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Escamilla, K. (2009). English language learners: Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Journal of Literacy Research, 41(4), 432–452.
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Escamilla, K. (2016). Empirical applications of Ruiz’s language orientation: From theory to practice. The Bilingual Review, 33(3), 140–153.
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Espino-Calderon, M. & Minaya-Rowe, L. (2003). Case study: The Alicia R. Chacón international school. In M. Espino-Calderon & L.Minaya-Rowe (Eds.), Designing and implementing two-way bilingual programs: A step-by-step guide for administrators, teachers, and parents (pp. 53–82). Thousand Oaks, CA: Corwin Press.
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Espinosa, L. (2013). PreK-3rd: Challenging common myths about dual language learners. Policy to Action Brief.
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Espinosa, M. (2013). Early Education for Dual Language Learners: Promoting School Readiness and Early School Success. Washington, DC: Migration Policy Institute.
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Esposito, A., & Baker-Ward, L. (2013). Dual-language education for low income children: Preliminary evidence of benefits for executive function. Bilingual Research Journal, 36, 295-310. doi:10.1080/15235882.2013.837848
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Faltis, C. & Hudelson, S. (1998). Bilingual education as a schoolwide concern. In C. Faltis & S. Hudelson (Eds.), Bilingual education in elementary and secondary school communities: Toward understanding and caring (pp. 63–80). Needham Heights, MA: Allyn & Bacon.
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Faltis, C., & Smith, H. L. (2016). Bilingualism and the multilingual turn: Language-as-resource. The Bilingual Review, 33(3), 126-139.
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Feinauer, E., & Howard, E. (2014). Attending to the third goal: Cross-cultural competence and identity development in two-way immersion programs. Journal of Immersion and Content-Based Language Education, 2(2), 257-272. doi:10.1075/jicb.2.2.07fei
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Fernandez, G. (2010). Abriendo caminos para la educacion: A case study of a parent outreach initiative building on the knowledge, skills, and resources of the Latina/o community. (Unpublished doctoral dissertation). University of California, Santa Barbara, California.
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Fitts, S. (2006). Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal, 29, 337–365.
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Fitts, S. (2009). Exploring third space in a dual-language setting: Opportunities and challenges. Journal of Latinos and Education, 8(2), 87–104.
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Folke, T., Ouzia, J., Bright, P., De Martino, B., & Filippi, R. (2016). A bilingual disadvantage in metacognitive processing. Cognition, 150, 119-132.
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Fortune, T. (2000). Immersion teaching strategies observation checklist (in The Bridge: From research to practice [insert]). ACIE Newsletter, 4(1), 1–4.
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Fortune, W. T., & Tedick, T. D. (2008). One-way, two-way and indigenous immersion: A call for cross-fertilization. In T. W. Fortune, & D. J. Tedick, (Eds.) (2008), Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon, UK: Multilingual Matters.
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Freeman, R.D. (1996). Dual-language planning at Oyster bilingual school: “It’s much more than language”. TESOL Quarterly, 30(3), 557–590.
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Freeman, Y. S, Freeman, D. E., & Mercuri, S. P. (2005). Bilingual education programs in Latin America, Europe, and the United States. Dual language essentials for teachers and administrators (pp. 1–41). Heinemann.
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