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Journal of Multilingual and Multicultural Development Volume 43, 2022 - Issue 6: Chinese-English dual language bilingual education in the United States 美国中英双语沉浸式教学
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Introduction

Chinese-English dual language bilingual education in the United States
美国中英双语沉浸式教学

Kevin M. Wong 黃浩文a Graduate School of Education and Psychology, Pepperdine University, Malibu, CA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6237-0427
ORCID Icon &
Zhongfeng Tian 田中锋b Department of Bicultural-Bilingual Studies, The University of Texas at San Antonio, San Antonio, TX, USAORCID Iconhttps://orcid.org/0000-0003-0233-0284
ORCID Icon
Pages 477-486 | Received 14 Jun 2022, Accepted 14 Jun 2022, Published online: 01 Jul 2022

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Read on this site (1)

Elisabeth Kim & Minhye Son. (2023) What is visible and invisible: the portrayal of dual language programs on school websites. Language and Education 0:0, pages 1-19.
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Articles from other publishers (2)

Ying Xiong. (2024) Teacher contingency in the Chinese immersion classroom of young learners: A translanguaging perspective. Linguistics and Education 80, pages 101292.
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Martha Sidury Christiansen & Zhongfeng Tian 田中锋. (2023) Critical language awareness in L2 writing: Starting por la autorreflexión, 自我反省. Journal of Second Language Writing 60, pages 101008.
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