Immersion Bibliography Search Results
Found 417 matching records for: Two-way
Giouroukakis, V., & Honigsfeld, A. (2010). High‐stakes testing and English language learners: Using culturally and linguistically responsive literacy practices in the high school English classroom. TESOL Journal, 1(4), 470-499.
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Glenn, C. L. (1990). How to integrate bilingual education without tracking. The School Administrator, 28–31.
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Goldenberg, C. (2000). Promoting early literacy development among Spanish-speaking children: Lessons from two studies. In J. V. Tinajero, & R. A. DeVillar (Eds.), The power of two languages 2000: Effective dual-language use across the curriculum (pp. 83–101). New York, NY: McGraw Hill.
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Goldenberg, C. (2013). Unlocking the research on English learners: What we know–and don't yet know–about effective instruction. American Educator, 37(2), 4-11.
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Goldenberg, C., Tolar, T. D., Reese, L., Francis, D. J., Bazán, A., R., & Mejía-Arauz, R. (2014). How important is teaching phonemic awareness to children learning to read in Spanish? American Educational Research Journal, 51, 3, 604-633. doi: 10.3102/0002831214529082
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Goldenberg, C., Tolar, T., Reese, L., Francis, D., Ray Bazán, A., & Mejía-Arauz, R. (2014). How important is teaching phonemic awareness to children learning to read in Spanish? American Educational Research Journal, 51(3), 604-633. doi:10.3102/0002831214529082
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Goldenburg, C. (2013). Unlocking the research on English learners: What we know-and don’t yet know-about effective instruction. American Educator, 1–38. Retrieved from http://www.arkansased.gov/public/userfiles/Learning_Services/Curriculum and Instruction/Frameworks/ELP 2015/GoldenbergUnlocking.pdf
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Gomez, L., Freeman, D., & Freeman, Y. (2005). Dual language education: A promising 50-50 model. Bilingual Research Journal, 29(1), 145–164.
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Gonzalez, N., Arnot-Hopffer, E. (2003). Voices of the children: Language and literacy ideologies in a dual language immersion program. In S. Wortham, & B. Rymes (Eds.), Linguistic anthropology of education (pp. 213–243). Praeger.
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Gorski, P. C., & Swalwell, K. (2015). Equity literacy for all. Educational Leadership, 72(6), 34-40.
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Gort, M. (2006). Strategic codeswitching, interliteracy, and other phenomena of emergent bilingual writing: Lessons from first grade dual language classrooms. Journal of Early Childhood Literacy, 6(3), 323–354.
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Graham, C.R. & Brown, C. (1996). The effects of acculturation on second language proficiency in a community with a two-way bilingual program. Bilingual Research Journal, 20(2), 235–260.
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Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483–503. http://doi.org/10.1093/applin/amu013
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Hamayan, E., Genesee, F., & Cloud, N. (2013). Teaching academic content. Dual language instruction from A to Z (pp. 115–156). Portsmouth, NH: Heinemann.
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Hamayan, E., Genesee, F., & Cloud, N. (2013). The first steps: Planning a dual language program. In Dual language instruction from A to Z: Practical guidance for teachers and administrators(pp. 43–86). Portsmouth, NH: Heinemann.
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Hamayan, E., Genesee, F., & Cloud, N. (2013). The first steps: Planning a dual language program. In Dual language instruction from A-Z: Practical guidance for teachers and administrators (pp. 43-86). Portsmouth, NH: Heinemann.
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Hamayan, E., Genesee, F., & Cloud, N. (2013). Teaching academic content. In Dual language instruction from A-Z: Practical guidance for teachers and administrators (pp. 115-156). Portsmouth, NH: Heinemann.
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Haynes, E. (2009). English language acquisition and Navajo achievement in Magdalena, New Mexico: Promising outcomes in heritage language education. Washington, DC: Center for Applied Linguistics.
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Hellawell, M. (2011). An analysis of school principals' perceptions of change and the implications for dual language program success. (Unpublished doctoral dissertation). University of Texas at Arlington, Arlington, Texas.
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Henderson, K., & Palmer D. (2015). Teacher scaffolding and pair work in a bilingual pre-kindergarten classroom. Journal of Immersion and Content-Based Language Education, 3(1), 77-101. doi: 10.1075/jicb.3.1.04hen
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