Immersion Bibliography Search Results
Found 417 matching records for: Two-way
Thompson, L. E., Kenyon, D. M. & Rhodes, N. C. (2002). A validation study of Student Oral Proficiency Assessment (SOPA). Retrieved from www.gpo.gov/fdsys/pkg/ERIC-ED465287/.../ERIC-ED465287.pdf
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Tikunoff, W. J. (1985). Applying significant bilingual instructional features in the classroom. Rosslyn, VA: National Clearinghouse for Bilingual Education.
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Torres-Guzman, M. E. (2002). Dual language programs: Key features and results. Directions in Language Education, 14, 1–15.
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Torres-Guzman, M. E. & Gomes, J. (2009). Global perspectives on multilingualism: Unity in diversity. New York: Teachers College Press.
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Torres-Guzman, M., Abbate, J., Brisk, M., & Minaya-Rowe, L. (2002). Defining and documenting success for bilingual learners: A collective case study. Bilingual research journal, 26(1), 1–22.
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Torres-Guzman, M., Kleyn, T., Morales-Rodriguez, S., & Han, A. (2005). Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual research journal, 29(2), 453–474.
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Tran, N., Behseta, S., Ellis, M., Martinez-Cruz, A., & Contreras, J. (2015). The effects of Spanish English dual language immersion on student achievement in science and mathematics. Journal of Education Policy, 57-77.
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Umansky, I., & Reardon, S. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879-912. doi:10.3102/0002831214545110
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Unsworth, S. (2016). Quantity and quality of language input in bilingual language development. In E., Nicoladis, & S., Montanari (Eds.), Bilingualism Across The Lifespan (pp. 103-121). Washington, DC: American Psychological Association.
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Valdes, G. (2005). Heritage language students: Profiles and possibilities. In Peyton, J., Ranard, D., & McGinnis, S. (Eds.), Heritage languages in America: Preserving a national resource (pp. 37–76). Washington DC: Center for Applied Linguistics.
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Valdés, G. (1997). Dual-language immersion programs: A cautionary notes concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–429.
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Valentino, R., & Reardon, S. (2014). Effectiveness of four instructional programs designed to serve English language learners: Variation by ethnicity and initial English proficiency (Unpublished research report). Stanford University, California.
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Varghese, M. & Park, C. (2010). Going global: Can dual-language programs save bilingual education? Journal of Latinos and Education, 9(1), 72–80.
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Violand-Sanchez, E., Sutton, C. P., & Ware, H. W. (1991). Fostering home-school cooperation: Involving language minority families as partners in education. NCBE Program Information Guide Series
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Walker, C. L., & Tedick, D. J. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal , 84(2), 5–27.
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Warhol, L. & Mayer, A. (2012). Misinterpreting school reform: The dissolution of a dual-immersion bilingual program in an urban New England elementary school. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 35(2), 145–163.
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Warhol, L., & Mayer, A. (2012). Misinterpreting school reform: The dissolution of a dual-immersion bilingual program in an urban New England elementary school. Bilingual Research Journal, 35(2), 145–163. doi:10.1080/15235882.2012.703636
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Whiting, E. F. & Feinauer, E. (2011). Reasons for enrollment at a Spanish-English two-way immersion charter school among highly motivated parents from a diverse community. International Journal of Bilingual Education and Bilingualism, 14(6), 631–651.
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Whiting, E., Feinauer, E., & VanDerwerken, D. (2012). Taking a closer look at Latino parents at one Spanish-English two-way immersion charter school. Journal of Multilingual and Multicultural Development, 33(5), 497–510.
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WIDA Consortium. (2005). World-class instructional design and assessment. English Language Proficiency (ELP) Standards. Retrieved from http://www.wida.us/standards/elp.aspx
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