Immersion Bibliography Search Results
Found 417 matching records for: Two-way
Wiese, A. (2004). Bilingualism and biliteracy for all? Unpacking two-way immersion at second grade. Language and Education, 18(1), 69–92.
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Wilde, J. (2000). Public relations: "Advertising” your results. Rio Rancho, NM: Southwest Comprehensive Center, Center for the Education and Study of Diverse Populations.
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Wilkerson, M. & Salmons, J. (2008). “Good old immigrants of yesteryear” who didn’t learn English: Germans in Wisconsin. American speech, 83(3), 259–283.
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Winke, P. (2000). Selecting materials to teach Spanish to Spanish speakers ERIC Educational Digest,EDO-FL-02-03. Washington DC: ERIC Clearinghouse on Languages and Lingusitcs..
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Wong-Fillmore, L. & Valadez, C. (1986). Teaching bilingual learners. In M. Wittrock (Ed.), Handbook of Research on Teaching, 648–685.
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Wong-Fillmore, L., & Snow, C. (2002). What teachers need to know about language. In C.T.Adger, C.E. Snow, & D. Christian (Eds.), What teachers need to know about language. Washington, DC: Center for Applied Linguistics & McHenry, IL: Delta Systems.
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Wright, S. (2002). A comparative study of limited English proficient and non-limited English proficient students in two-way/dual language programs (Unpublished doctoral dissertation). Texas Tech University, Lubbock, TX.
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Wright, W., & Baker, C. (2017). Education for bilingualism and biliteracy. In N. H. Hornberger (Ed.), Foundations of bilingual education and bilingualism (6th ed.) (pp. 215-242). Bristol, United Kingdom. Multilingual Matters.
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Young, A. I. (2016). Facilitating functional complexity: Differentiated linguistic scaffolding in two-way Spanish-English immersion. Journal of Immersion and Content-Based Language Education, 4(2), 251-273. doi 10.1075/jicb.4.2.05you
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Young, A., & Tedick, D. J. (2016). Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? In
S. Masatoshi, & S. Ballinger (Eds.), Peer interaction and second language learning (pp. 135-160). Philadelphia: John Benjamins Publishing. |
Zaske, S. (2004, April 7). The language of learning: Bilingual Programs seen as successful by district, parents. The San Francisco Examiner.
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Zuker, C. (1995). The role of ESL in a dual language program. Bilingual Research Journal, 19(3&4), 513–523.
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Zwiers, J. (2008). Content-area variations of academic language. In J. Zwiers (Ed.), Building academic language: essential practices for content classroom, grades 5-12 (1st ed.) (pp. 69-100). San Francisco, California: Jossey-Bass.
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Zwiers, J., Hara, S., & Pritchard, R. (2014). Clarifying, modeling and guiding. In Common core standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy, (pp. 35-44). Portland, Maine: Stenhouse.
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Zwiers, J., O’Hara, S., & Pritchard, R. (2014). Fortifying complex output. In Common core standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy (pp. 122-155). Portland, Maine: Stenhouse.
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Zwiers, J., O’Hara, S., & Pritchard, R. (2014). Common core standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse Publishers.
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Zwiers, J., O’Hara, S., & Pritchard, R. (2014). Chapter 8: Fostering academic interactions. Conversing to fortify literacy, language, and learning (pp.178-200). Portland, Maine: Stenhouse Publishers.
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