Citations (33)
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Jongyeon Ee. (2023) Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs. International Journal of Bilingual Education and Bilingualism 26:7, pages 800-816.
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María Capdevila-Gutiérrez, Eduardo Muñoz-Muñoz, Fernando Rodríguez-Valls & Jordi Solsona-Puig. (2023) The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities. International Journal of Bilingual Education and Bilingualism 26:7, pages 774-785.
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Wenyang Sun, Nuo Xu & Verónica E. Valdez. (2023) Not for us: Chinese immigrant parents’ perspectives on Mandarin Chinese dual language bilingual education programs. Critical Inquiry in Language Studies 0:0, pages 1-21.
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Samantha Harris & Jin Sook Lee. (2023) Korean-speaking spaces: heritage language learning and community access for mixed-race Korean Americans. International Journal of Multilingualism 20:3, pages 1205-1233.
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Chinh Duc Nguyen, Thanh Nguyen Thao Tran, Nhu To Thi Pham & Mai Kha Ngoc Huynh. (2023) ‘I don’t want to see the foreign languages connected with our family disappear’: building and maintaining a multilingual family in the monolingual context of Vietnam. International Journal of Multilingualism 0:0, pages 1-22.
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Chinh Duc Nguyen, John Trent & Thao Phuong Nguyen. (2023) ‘How come they struggle with such simple work?’: parents’ perceptions of language teacher identity and teaching practice. Cambridge Journal of Education 53:3, pages 275-292.
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Nicholas C. Block. (2023) Students’ attitudinal development in a dual language bilingual education program from Grade 1 to Grade 5. Bilingual Research Journal 45:3-4, pages 337-357.
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Ève Ryan. (2023) Parents’ Investment in a French-English Dual Language Immersion Program in the United States. Journal of Language, Identity & Education 22:1, pages 51-65.
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Bingjie Zheng. (2022) Scaling bi/multilingualism through dual language education: a multi-sited study of diverse learners’ views. Journal of Multilingual and Multicultural Development 43:6, pages 554-568.
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Genevieve Leung, Serena Calcagno, Rosina Tong & Yuuko Uchikoshi. (2022) ‘I think my parents like me being bilingual’: Cantonese–English DLBE upper elementary students mediating parental ideologies about multilingualism. Journal of Multilingual and Multicultural Development 43:6, pages 518-533.
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Gabrielle Oliveira, Mariana Lima Becker & Ahrum Jeon. (2021) Gratidão, gratitude: Brazilian immigrant parents’ perspectives on their children’s bilingual education. Diaspora, Indigenous, and Minority Education 15:1, pages 47-60.
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Bingjie Zheng. (2021) Neoliberal multilingualism and “humanitarian connections”: discourses around parents’ experiences with a Mandarin Chinese immersion school. Language and Education 35:1, pages 78-95.
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Nicholas Block & Lorena Vidaurre. (2019) Comparing attitudes of first-grade dual language immersion versus mainstream English students. Bilingual Research Journal 42:2, pages 129-149.
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Jongyeon Ee. (2018) Exploring Korean dual language immersion programs in the United States: parents’ reasons for enrolling their children. International Journal of Bilingual Education and Bilingualism 21:6, pages 690-709.
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Genevieve Leung, Yuuko Uchikoshi & Rosina Tong. (2018) “Learning Cantonese will help us”: Elementary school students’ perceptions of dual language education. Bilingual Research Journal 41:3, pages 238-252.
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Wona Lee & Jin Sook Lee. (2017) Math instruction is not universal: Language-specific pedagogical knowledge in Korean/English Two-Way Immersion programs. Bilingual Research Journal 40:4, pages 353-371.
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So-Yeon Ahn. (2015) Criticality for global citizenship in Korean English immersion camps. Language and Intercultural Communication 15:4, pages 533-549.
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Lisa M. Dorner. (2015) From global jobs to safe spaces: the diverse discourses that sell multilingual schooling in the USA. Current Issues in Language Planning 16:1-2, pages 114-131.
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Jasone Cenoz. (2015) Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum 28:1, pages 8-24.
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Articles from other publishers (14)
Soojin Oh Park. (2023) Transforming a cemetery into a garden of languages: A justice-oriented, family-centered framework for cultivating early bilingualism and emergent biliteracy. Contemporary Issues in Early Childhood 24:2, pages 97-123.
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Jongyeon Ee. (2023) Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs. Teachers College Record: The Voice of Scholarship in Education 125:4, pages 134-181.
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Nur Izzatie & Riyan Hidayat*. (2022) The Implementation of Dual Language Programme for Mathematics Education in Secondary Schools: A Systematic Literature Review. International Journal of Educational Methodology 8:4, pages 669-686.
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Saem Heo. (2022) Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom. Linguistics and Education 70, pages 101055.
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Chaehyun Lee. 2022. Research Anthology on Bilingual and Multilingual Education. Research Anthology on Bilingual and Multilingual Education
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Jin Sook Lee & Tiange Wang. (2021) A review of Korean/English and Mandarin/English dual language programs in the United States. Language Teaching for Young Learners 3:1, pages 28-65.
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Chaehyun Lee. 2021. Bridging Family-Teacher Relationships for ELL and Immigrant Students. Bridging Family-Teacher Relationships for ELL and Immigrant Students
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Kahdeidra M. Martin, Gladys Y. Aponte & Ofelia García. (2019) Countering Raciolinguistic Ideologies: The role of translanguaging in educating bilingual children. Cahiers internationaux de sociolinguistique N° 16:2, pages 19-41.
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Lu Yang, Genevieve Leung, Rosina Tong & Yuuko Uchikoshi. (2018) Student attitudes and Cantonese proficiency in a Cantonese dual immersion school. Foreign Language Annals 51:3, pages 596-616.
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Marialuisa Di Stefano & Steven Camicia. (2018) Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting. Education Sciences 8:3, pages 128.
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Jane Younga Choi, Jin Sook Lee & Janet S Oh. (2016) Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools. Journal of Early Childhood Research 16:1, pages 32-51.
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Jongyeon Ee. (2017) Understanding Parents' Expectations and Concerns for a Dual-Language Program Through the Lens of Community Cultural Wealth. The Korean Language in America 21:2, pages 218-249.
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Claudia G. Cervantes-Soon, Lisa Dorner, Deborah Palmer, Dan Heiman, Rebecca Schwerdtfeger & Jinmyung Choi. (2017) Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces. Review of Research in Education 41:1, pages 403-427.
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Jieun Ahn. (2016) Approaches and Methods in Language Teaching, Third Edition. The Korean Language in America 20:2, pages 166-168.
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