Citations (74)
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Laura C. Chávez-Moreno. (2023) A Raciolinguistic and Racial Realist Critique of Dual Language’s Racial Integration. Journal of Latinos and Education 22:5, pages 2085-2101.
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Jennifer Bickham Mendez & Katherine Barko-Alva. (2023) “Yo era la única rara:” School Belonging and English-Learner Students at a Southeastern Virginia High School. Journal of Latinos and Education 22:5, pages 1969-1983.
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Zhongfeng Tian & Sunny Man Chu Lau. (2023) Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: contextualised learning from teacher-researcher collaboration. International Journal of Bilingual Education and Bilingualism 26:8, pages 960-974.
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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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Michael Guerrero. (2023) Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S.. Journal of Latinos and Education 22:4, pages 1427-1441.
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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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Laura Hamman-Ortiz. (2023) Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom. International Journal of Bilingual Education and Bilingualism 26:1, pages 69-83.
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Giselle Martinez Negrette. (2022)
‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class. International Journal of Bilingual Education and Bilingualism 25:4, pages 1467-1483.
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Ellen J. Serafini, Nadine Rozell & Adam Winsler. (2022) Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support. International Journal of Bilingual Education and Bilingualism 25:2, pages 552-570.
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Adria Patthoff, Jolene Castillo & Alejandra Treviño. (2021) Dual-Language Teachers’ Use of Technology to Facilitate Mathematical Discourse. Computers in the Schools 38:3, pages 161-188.
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Angela Canas, Veronica Bordes Edgar & Joy Neumann. (2020) Practical Considerations in the Neuropsychological Assessment of Bilingual (Spanish-English) Children in the United States: Literature Review and Case Series. Developmental Neuropsychology 45:4, pages 211-231.
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Laura Hamman-Ortiz. (2019) Troubling the “two” in two-way bilingual education. Bilingual Research Journal 42:4, pages 387-407.
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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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Ester J. de Jong, Tuba Yilmaz & Nidza Marichal. (2019) A Multilingualism-as-a-Resource Orientation in Dual Language Education. Theory Into Practice 58:2, pages 107-120.
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Cynthia Garcia Coll, Arlene Garcia Miranda, Ibelis Buzzetta Torres & Jaleishly Nogueras Bermúdez. (2018) On Becoming Cultural Beings: A Focus on Race, Gender, and Language. Research in Human Development 15:3-4, pages 332-344.
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Alexandra Babino & Mary Amanda Stewart. (2018) Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. Bilingual Research Journal 41:3, pages 272-297.
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Diane J. Tedick & Amy I. Young. (2018) Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism 21:3, pages 303-318.
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Audrey Lucero. (2018) Oral narrative retelling among emergent bilinguals in a dual language immersion program. International Journal of Bilingual Education and Bilingualism 21:2, pages 248-264.
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Idalia Nuñez & Deborah Palmer. (2017) Who will be bilingual? A Critical Discourse Analysis of a Spanish-English Bilingual Pair. Critical Inquiry in Language Studies 14:4, pages 294-319.
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Meg Burns. (2017) “Compromises that we make”: Whiteness in the dual language context. Bilingual Research Journal 40:4, pages 339-352.
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Susan Ballinger. (2017) Examining Peer Language Use and Investment in a Distinct North American Immersion Context. International Multilingual Research Journal 11:3, pages 184-198.
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Jongyeon Ee. (2017) Two dimensions of parental involvement: What affects parental involvement in dual language immersion?. Bilingual Research Journal 40:2, pages 131-153.
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Fernando Rodríguez-Valls, Jordi Solsona-Puig & Maria Capdevila-Gutiérrez. (2017) Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history. Cogent Education 4:1.
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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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Ester J. de Jong. (2016) Two-Way Immersion for the Next Generation: Models, Policies, and Principles. International Multilingual Research Journal 10:1, pages 6-16.
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Donna Christian. (2016) Dual Language Education: Current Research Perspectives. International Multilingual Research Journal 10:1, pages 1-5.
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Kip Austin Hinton. (2016) Call It What It Is: Monolingual Education in U.S. Schools. Critical Inquiry in Language Studies 13:1, pages 20-45.
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Audrey Lucero. (2015) Who’s Holding El Marcador? Peer Linguistic Mediation Gone Awry in a Dual Language Classroom. Journal of Language, Identity & Education 14:4, pages 219-236.
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Yoon Kyong Kim, Lindsey A. Hutchison & Adam Winsler. (2015) Bilingual education in the United States: an historical overview and examination of two-way immersion. Educational Review 67:2, pages 236-252.
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Erika Feinauer & Erin Feinauer Whiting. (2014) Home Language and Literacy Practices of Parents at One Spanish-English Two-Way Immersion Charter School. Bilingual Research Journal 37:2, pages 142-163.
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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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Claudia G. Cervantes-Soon. (2014) A Critical Look at Dual Language Immersion in the New Latin@ Diaspora. Bilingual Research Journal 37:1, pages 64-82.
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Ester J. de Jong & Carol I. Bearse. (2014) Dual language programs as a strand within a secondary school: dilemmas of school organization and the TWI mission. International Journal of Bilingual Education and Bilingualism 17:1, pages 15-31.
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Jin
Sook Lee & Eunsook Jeong. (2013) Korean–English dual language immersion: perspectives of students, parents and teachers. Language, Culture and Curriculum 26:1, pages 89-107.
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Erin Whiting, Erika Feinauer & Douglas VanDerwerken. (2012) Taking a closer look at Latino parents at one Spanish–English two-way immersion charter school. Journal of Multilingual and Multicultural Development 33:5, pages 497-510.
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Larisa Warhol & Anysia Mayer. (2012) Misinterpreting School Reform: The Dissolution of a Dual-Immersion Bilingual Program in an Urban New England Elementary School. Bilingual Research Journal 35:2, pages 145-163.
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ErinF. Whiting & Erika Feinauer. (2011) Reasons for enrollment at a Spanish–English two-way immersion charter school among highly motivated parents from a diverse community. International Journal of Bilingual Education and Bilingualism 14:6, pages 631-651.
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Nicholas Block. (2011) The Impact of Two-Way Dual-Immersion Programs on Initially English-Dominant Latino Students' Attitudes. Bilingual Research Journal 34:2, pages 125-141.
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Lisa M. Domke. Dual-Language Books’ Potential Affordances for Biliteracy Development: Measuring Oral Reading Fluency and Comprehension. Reading Psychology 0:0, pages 1-21.
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