Immersion Bibliography Search Results
Found 417 matching records for: Two-way
Hurtado, A. & Vega, L. (2004). Shift happens: Spanish and English transmission between parents and their children. Journal of Social Issues, 60(1), 137–155.
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Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112.
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Jimenez, T., Filippini, A., & Gerber, M. (2006). Shared reading within Latino families: An analysis of reading interactions and language use. Bilingual research journal, 30(2), 431–452.
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Johnstone, R. (2007). Characteristics of immersion programmes. In O. Garcia & C. Baker (Eds.), Bilingual education: An introductory reader (pp. 19–32). Buffalo, NY:Multilingual Matters Ltd.
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Kaptain, H. J. (2010). Primary students' proficiency and achievement: The difference two-way immersion programs can make. (Unpublished doctoral dissertation). Iowa State University, Ames, Iowa.
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Kinberg, M. (2009). Languages and identity in a dual immersion school, by Kim Potowski. International Journal of Bilingual Education and Bilingualism, 12(1), 108–111.
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Koh, W. P., Chen, X., Cummins, J., & Li, J. (2017). Literacy outcomes of a Chinese / English bilingual program in Ontario. The Canadian Modern Language Review, 73(3), 343-367. doi:10.3138/cmlr.3665
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Kohne, L. E. (2006). Two-way language immersion students: How do they fare in middle and high school?. Unpublished doctoral dissertation, University of California, Irvine, CA.
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Krashen, S., & Brown, C. L. (2005). The ameliorating effects of high socioeconomic status: A secondary analysis. Bilingual Research Journal(29), 185–196.
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Lambert, W.E. & Cazabon, M. (1994). Students’ views of the Amigos Program. Washington, DC: Center for Applied Linguistics.
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Lara-Alecio, R.L., Galloway, M., Irby, B.J., Rodríguez, L. & Gómez, L. (2004). Two-way immersion bilingual program in Texas. Bilingual Research Journal, 28(1), 35–54.
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Lazaruk, W. (2007). Linguistic, academic, and cognitive benefits of French immersion. The Canadian Modern Language Review, 63(5), 605–628.
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Lee, J. S., & Jeong, E. (2013). Korean – English dual language immersion: Perspectives of students, parents and teachers. Language, Culture and Curriculum, 26(1), 89–107.
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Lessow-Hurley, J. (2009). The foundations of dual language instruction. Boston, MA: Pearson.
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Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Developing its conceptualisation and contextualization. Educational Research and Evaluation: An International Journal on Theory and Practice, 18(7), 655–670.
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Lewis, L. (1999). Homework in an immersion classroom: Parental friend or foe? ACIE Newsletter, 3(1).
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Li, J., Steele, J., Slater, R., Bacon, M., Miller, T. (2016). Teaching practices and language use in two-way dual language immersion programs in a large public school district. International Multilingual Research Journal, 10(1), 31-43. DOI: 10.1080/19313152.2016.1118669
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Lincón-Khisty, L. (2000). Making inequality: Issues of language and meaning in mathematics teaching with Hispanic students. In J. V. Tinajero & R. A. DeVillar (Eds.), The power of two languages 2000: Effective dual-language use across the curriculum (pp. 283–294). New York, NY: McGraw Hill.
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Lindholm-Leary, K. (2001). Theoretical and conceptual foundations for dual language education programs. In Dual language education (pp. 39–58). Clevedon, UK: Multilingual Matters.
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Lindholm-Leary, K. (2001). Critical features of successful language education programs: Design and implementation issues. In Dual language education (pp. 59–75). Clevedon, UK: Multilingual Matters.
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