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International Journal of Bilingual Education and Bilingualism Volume 15, 2012 - Issue 2
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Articles

Perceived impact of two-way dual immersion programs on Latino students' relationships in their families and communities

Nicholas C. Block Department of Teacher Education, California State University, Long Beach, USACorrespondence[email protected]
Pages 235-257 | Received 20 Nov 2010, Accepted 30 Aug 2011, Published online: 04 Nov 2011

Citations (17)

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Read on this site (9)

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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Madina Djuraeva, Diep Nguyen & Mariana Castro. (2022) Bilingual investments of dual-language immersion program alumni. International Journal of Bilingual Education and Bilingualism 25:9, pages 3214-3227.
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Ya-Ling Chen & Tien-Lung Tsai. (2022) The influence of Hakka language immersion programs on children’s preference of Hakka language and cross-language. International Journal of Bilingual Education and Bilingualism 25:4, pages 1501-1515.
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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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Pamela M. Wesely. (2018) When school language and home language differ: one parent’s lived experience. International Journal of Bilingual Education and Bilingualism 21:8, pages 929-942.
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Kathryn Lindholm-Leary. (2016) Students’ Perceptions of Bilingualism in Spanish and Mandarin Dual Language Programs. International Multilingual Research Journal 10:1, pages 59-70.
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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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Amanda Kibler, April Salerno & Christine Hardigree. (2014) ‘More than being in a class’: adolescents’ ethnolinguistic insights in a two-way dual-language program. Language and Education 28:3, pages 251-275.
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Pamela M. Wesely & Fatima Baig. (2012) The “Extra Boost”: Parental Involvement and Decision Making in Immersion Programs. Bilingual Research Journal 35:3, pages 314-330.
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Articles from other publishers (8)

Johanne PARADIS. (2023) Sources of individual differences in the dual language development of heritage bilinguals. Journal of Child Language, pages 1-25.
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Diego Rascón Moreno. (2021) Student perspectives on dual immersion in California: A comparison with the perceptions of CLIL learners in Madrid. Linguistics and Education 61, pages 100887.
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Ricardo LumbrearsJr.Jr. & William H. Rupley. (2017) Educational experiences of ELL educators: searching for instructional insights to promote ELL students’ learning. Educational Research for Policy and Practice 18:1, pages 17-38.
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Martha I. Martinez, Anya Hurwitz, Jennifer Analla, Laurie Olsen & Joanna Meadvin. 2019. Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners. Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners 269 293 .
Lisa Winstead. 2019. Computer-Assisted Language Learning. Computer-Assisted Language Learning 1147 1177 .
Kathryn Lindholm-Leary, Martha I. Martinez & Rosa G. Molina. 2018. Language and Social Justice in Practice. Language and Social Justice in Practice 80 87 .
Sandra B. Vanegas, Sandra Magaña, Miguel Morales & Ellyn McNamara. (2016) Clinical Validity of the ADI-R in a US-Based Latino Population. Journal of Autism and Developmental Disorders 46:5, pages 1623-1635.
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Lisa Winstead. 2016. Handbook of Research on Foreign Language Education in the Digital Age. Handbook of Research on Foreign Language Education in the Digital Age 334 364 .

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