Citations (11)
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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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Lina Martín Corredor, Kathryn I. Henderson & Adriana Álvarez. (2023) Mexican and Mexican-American mothers’ visions and decisions amidst dual language bilingual education expansion. Bilingual Research Journal 46:1-2, pages 82-99.
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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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Simona Montanari, Eva Fischer & Danielle Aceves. (2022) Parental attitudes and activism reshape educational language policies: the surge of dual language programmes in California. International Journal of Multilingualism 19:2, pages 190-209.
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Juan A. Freire & Enrique Alemán$suffix/text()$suffix/text(). (2021) “Two schools within a school”: Elitism, divisiveness, and intra-racial gentrification in a dual language strand. Bilingual Research Journal 44:2, pages 249-269.
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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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Edward M. Olivos. (2021) Silencing bicultural parental voices through educational satisfaction: What do we need to know?. Theory Into Practice 60:1, pages 72-82.
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Articles from other publishers (4)
Rufan Luo, Lulu Song, Aniyah Davis-Hilton & Sarah Surrain. (2023) Parental Beliefs and Knowledge About Dual Language Learning and Education (KnDLLE) Predict Children’s Spanish and English Experiences at Home. Early Childhood Education Journal.
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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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Rufan Luo, Lulu Song, Carla Villacis & Gloria Santiago-Bonilla. (2021) Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective. Frontiers in Psychology 12.
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Sofía E. Chaparro. (2020)
Pero Aquí se Habla Inglés
: Latina Immigrant Mothers’ Experiences of Discrimination, Resistance, and Pride Through Antropoesía
. TESOL Quarterly 54:3, pages 599-628.
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