Citations (58)
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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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Danlei Chen. (2022) Conceptualising preschool dual-language immersion education at Bobcat Canyon School. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Trish Morita-Mullaney & Colleen Chesnut. (2022) Equity traps in the deselection of English learners in dual language education: A collective case study of school principals. NABE Journal of Research and Practice 12:2, pages 49-68.
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Yenda Prado, Michelle N. Ramos, Elizabeth Peña & Jenny Zavala. (2022) Dual-language engagement: Concerted cultivation of Spanish use among students, teachers, and parents. Bilingual Research Journal 45:2, pages 159-179.
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Margaret Sullivan Marcus. (2022) Perceptions of access to dual language education programs: the complexities of equity. International Multilingual Research Journal 16:1, pages 78-92.
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Elena Semenova, Daria Khanolainen & Yulia Nesterova. (2021) Indigenous language education in Russia: current issues and challenges. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Gabrielle Oliveira, Chris K. Chang-Bacon, Eunhye Cho & Maria Baez-Cruz. (2020) Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program. Bilingual Research Journal 43:2, pages 212-231.
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Gina L. Garza-Reyna, J. Joy Esquierdo & Jaya Goswami. (2019) A comparative study on the college readiness of bilingual learners in transitional bilingual and dual language programs. NABE Journal of Research and Practice 9:3-4, pages 155-165.
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Lee Anne Brannon. (2019) Dual-Language Immersion Programs: Rewriting the Literacy Narrative. Kappa Delta Pi Record 55:3, pages 118-123.
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Reyes Quezada & Viviana Alexandrowicz. (2019) Developing Culturally Proficient Teachers for Dual-Language Classrooms. Theory Into Practice 58:2, pages 185-193.
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Alena G. Esposito & Patricia J. Bauer. (2019) From Bench to Classroom: Collaborating Within a Dual-Language Education Model. Journal of Cognition and Development 20:2, pages 165-181.
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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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Guadalupe Valdés. (2018) Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes. Bilingual Research Journal 41:4, pages 388-412.
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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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Elizabeth Vera, Kimberly Hook, Plamena Daskalova, Lincoln Hill, Sarah Galvin, Sarah Fritsche, Jessica Catellier, Shaakira Haywood, Abdul Raziuddin, Bernasha Anderson, Meghan Roche, Marissa Floro, Celine Mutuyemariya, Kathryn Thomas, Kathryn Heerwagen, Daniel Camacho, Tonya Boots & Elisabeth Ondrey Gruber. (2018) Understanding the Socioemotional Worlds of English Learners: A Retrospective Study. Journal of Educational and Psychological Consultation 28:2, pages 137-163.
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David DeMatthews & Elena Izquierdo. (2018) The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework. Journal of Latinos and Education 17:1, pages 53-70.
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Andrea Call, Melanie M. Domenech Rodríguez, Alejandro L. Vázquez & Samantha M. Corralejo. (2018) Predicting participation in dual language immersion using theory of planned behavior. Bilingual Research Journal 41:1, pages 23-36.
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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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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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Cam Cobb. (2015) Is French immersion a special education loophole? … And does it intensify issues of accessibility and exclusion?. International Journal of Bilingual Education and Bilingualism 18:2, pages 170-187.
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Leticia
I. Lozano. (2014)
Understanding the Language Development and Early Education of Hispanic Children. Eugene E. García and Erminda H. García. Journal of Latinos and Education 13:2, pages 161-162.
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Megan Polanin & Elizabeth Vera. (2013) Bullying Prevention and Social Justice. Theory Into Practice 52:4, pages 303-310.
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Minda
Morren López. (2013) Mothers Choose: Reasons for Enrolling Their Children in a Two-Way Immersion Program. Bilingual Research Journal 36:2, pages 208-227.
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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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Julio Cammarota & Michelle Aguilera. (2012) ‘By the time I get to Arizona’: race, language, and education in America’s racist state. Race Ethnicity and Education 15:4, pages 485-500.
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Jay Parkes & Tenley Ruth. (2011) How satisfied are parents of students in dual language education programs?: ‘Me parece maravillosa la gran oportunidad que le están dando a estos niños’. International Journal of Bilingual Education and Bilingualism 14:6, pages 701-718.
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Mariela Aime Rodríguez & Iliana Alanís. (2011) Negotiating linguistic and cultural identity: one borderlander’s leadership initiative. International Journal of Leadership in Education 14:1, pages 103-117.
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María
Luisa González. (2010) The Critical Role of All Educators in the School Success of Latino Children. Leadership and Policy in Schools 9:4, pages 479-494.
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Articles from other publishers (30)
TJ Ó Ceallaigh & Aoife Ní Shéaghdha. (2021) Leadership and school self-evaluation in Irish-medium immersion: A roadmap for success. Educational Management Administration & Leadership 51:4, pages 949-968.
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Sandra Leu Bonanno. (2022) Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education. Educational Administration Quarterly 59:1, pages 72-111.
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Laura C. Chávez-Moreno. (2022) The Continuum of Racial Literacies: Teacher Practices Countering Whitestream Bilingual Education. Research in the Teaching of English 57:2, pages 108-132.
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