Immersion Bibliography Search Results
Found 417 matching records for: Two-way
Lindholm-Leary, K. (2003). Hispanic high school student graduates of two-way bilingual programs: Attitudes toward school, education and the two-way program. American Educational Research Association 2003, 1–6.
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Lindholm-Leary, K. (2005). Review of research and best practices on effective features of dual language education programs. Guiding principles for dual language education, 1–58. Retrieved from http://www.lindholm-leary.com/resources/review_research.pdf
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Lindholm-Leary, K. (2011). Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. In D. J. Tedick, D. Christian, & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities. Clevedon, England: Multilingual Matters, Ltd.
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Lindholm-Leary, K. (2012). Success and challenges in dual language education. Theory Into Practice, 51(4), 256–262.
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Lindholm-Leary, K. (2014). Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency. International Journal of Bilingual Education and Bilingualism, 17(2), 144-159.
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Lindholm-Leary, K. (2016). Bilingualism and academic achievement in children in dual language programs. In E., Nicoladis, & S., Montanari (Eds.), Bilingualism Across The Lifespan (pp. 204-223). Washington, DC: American Psychological Association.
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Lindholm-Leary, K. (2016). Students’ perceptions of bilingualism in Spanish and Mandarin dual language programs. International Multilingual Research Journal, 10(1), 59-70. http://dx.doi.org/10.1080/19313152.2016.1118671
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Lindholm-Leary, K. & Block, N. (2010). Achievement in predominately low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 43–60.
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Lindholm-Leary, K. & Borsato, G. (2001). Impact of two-way bilingual elementary programs on students’ attitudes toward school and college. Washington, DC: Center for Research on Education, Diversity & Excellence. Retrieved from http://escholarship.org/uc/item/2q99616h
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Lindholm-Leary, K. & Molina, R. (2000). Two-way bilingual education: The power of two languages in promoting educational success. In J. V. Tinajero, & R. A. DeVillar (Eds.), The power of two languages 2000: Effective dual language use across the curriculum (pp. 163–174). New York, NY: McGraw Hill.
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Lindholm-Leary, K. J., & Genesee, F. (2010). Alternative educational programs for English learners. In California Department of Education, Improving education for English learners: Research-based approaches (pp. 323-382). Sacramento, CA: Author.
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Lindholm-Leary, K., & Borsato G. (2006). Academic achievement. In Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (Eds.), Educating English language learners: A synthesis of research evidence (pp. 176–222). New York: Cambridge University Press.
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Lindholm-Leary, K., & Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2(2), 165-180. doi:10.1075/jicb.2.2.01lin
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Lindholm-Leary, K., & Hernandez, A. (2011). Achievement and language proficiency of Latino students in dual language programmes: Native English speakers, fluent English/previous ELLs, and current ELLs. Journal of Multilingual and Multicultural Development, 32(6), 531–545.
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Lindholm, K. (1990). Bilingual immersion education: Criteria for program development. In A. M. Padilla, H. H. Fairchild, & C. M. Valadez (Eds.), Bilingual education: Issues and strategies (pp. 91–101). Newbury Park, CA.
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Lindholm, K. (1991). Theoretical assumptions and empirical evidence for academic achievement in two languages. Hispanic Journal of Behavioral Sciences, 13(1), 3–17.
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Lindholm, K. (1994). Promoting positive cross-cultural attitudes and perceived competence in culturally and linguistically diverse classrooms. In R. A. DeVillar, C. J. Faltis, & J. P. Cummins (Eds.), Cultural diversity in schools: From rhetoric to practice (pp. 189–206). Albany, NY: State University of New York Press.
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Lindholm, K. & Fairchild, H. H. (1990). Evaluation of an elementary school bilingual immersion program. In A. M. Padilla, H. H. Fairchild, & C. M. Valadez (Eds.), Bilingual education: Issues and strategies (pp. 87–89). Newbury Park, CA: Sage.
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Linton, A. (2004). Learning in two languages: Spanish-English immersion in U.S. public schools. International Journal of Sociology and Social Policy, 24(7-8), 46–75.
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Linton, A. (2007). Spanish-English immersion in the wake of California proposition 227: Five cases. Intercultural Education, 18(2), 111–128.
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