Immersion Bibliography Search Results
Found 417 matching records for: Two-way
McCollum, P. (1994). Language use in two-way bilingual programs. IDRA Newsletter, 21(2), 8–11.
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McCollum, P. (1999). Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal, 23(2&3), 113–134.
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Meier, G.S. (2010). Two-way immersion education in Germany: Bridging the linguistic gap. International Journal of Bilingual Education and Bilingualism, 13(4), 419–437. Retrieved from Meier_TwoWayGermany.pdf
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Menken, K. (2017). Leadership in dual language bilingual education. National Dual Language Forum. Retrieved from http://www.cal.org/
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Micillo Gerena, L. M. (2002). Promoting language transformation and policy reform in education through two way immersion: A conceptual framework (Unpublished doctoral dissertation). San Diego State University, San Diego, CA.
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Midobuche, E. (2000). Language and literacy as a bridge to mathematics: Integrating theory with practice. In J. V. Tinajero, & R. A. DeVillar (Eds.), The power of two language 2000: Effective dual-language use across the curriculum (pp. 295–305). New York:McGraw-Hill.
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Mihyon, J. (2007). Language ideologies and bilingual education: A Korean-American perspective. Language Awareness, 16(2), 114–130.
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Monkman, K., MacGillivray, L., & Hernandez Leyva, C. (2003). Literacy on three planes: Infusing social justice and culture into classroom instruction. Bilingual Research Journal, 27(2), 245–258.
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Montague, N. S. (1997). Critical components for dual language programs. Bilingual Research Journal, 21(4), 409–417.
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Montone, C. & Loeb, M. (2000). Research highlights from implementing two-way immersion programs in middle and high schools. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
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Montrul, S. (2016). Age of onset of bilingualism effects and availability of input in first language attrition. In E., Nicoladis, & S., Montanari (Eds.), Bilingualism Across The Lifespan (pp. 141-161). Washington, DC: American Psychological Association.
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Mora, J. K., Wink, J. & Wink, D. (2001). Dueling models of dual language instruction: A critical review of the literature and program implementation guide. Bilingual Research Journal, 25(4), 417–442.
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Morren López, M. (2012). Children’s language ideologies in a first-grade dual-language class. Journal of Early Childhood Literacy, 12, 2, 176-201.
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Motamedi, J. G., Singh, M., & Thompson, K. D. (2016). English learner student characteristics and time to reclassification: An example from Washington state (REL 2016– 128). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs
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Nascimento, F. C. (2012). Differences in achievement between students enrolled in a transitional early exist bilingual program and in a dual language two-way immersion bilingual program-A pilot study (Doctoral dissertation). Fairleigh Dickinson University, Hackensack, NJ.
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National Academies of Sciences, Engineering, and Medicine. (2017). Chapter 4: Dual language learners: Capacities and influences on language development. Promoting the Educational Success of Children and Youth Learning English: Promising Futures (pp. 107-163). Washington, DC: The National Academies Press. doi: 10.17226/24677
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National Academies of Sciences, Engineering, and Medicine. (2017). Chapter 7: Programs for English learners in grades pre-k to 12. Promoting the Educational Success of Children and Youth Learning English: Promising Futures (pp. 253-289). Washington, DC: The National Academies Press. doi: 10.17226/24677
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National Academies of Sciences, Engineering, and Medicine. (2017). Chapter 8: Promising and effective practices for English learners in grades pre-k to 12. Promoting the Educational Success of Children and Youth Learning English: Promising Futures (pp. 291-335). Washington, DC: The National Academies Press. doi: 10.17226/24677
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Nicoladis, E. (2016). Bilingual speakers’ cognitive development in childhood. In E., Nicoladis, & S., Montanari (Eds.), Bilingualism Across The Lifespan (pp. 270-284). Washington, DC: American Psychological Association.
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Norton-Pierce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
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