“Learning Cantonese will help us”: Elementary school students’ perceptions of dual language education

References

• Agha, A. (2004). Registers of language. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 23–45). Malden, MA: Blackwell Publishing.
   Google Scholar
• Alanís, A., & Rodríguez, M. A. (2008). Sustaining a dual language immersion program: Features of success. Journal of Latinos and Education, 7, 305–319. doi:10.1080/15348430802143378
   Google Scholar
• Bae, J. (2007). Development of English skills need not suffer as a result of immersion: Grades 1 and 2 writing assessment in a Korean/English two-way immersion program. Language Learning, 57(2), 299–332. doi:10.1111/lang.2007.57.issue-2
   Google Scholar
• Baker, C. (2006). Foundations of bilingual education and bilingualism. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Bauman, R. (1977). Verbal art as performance. Prospect Heights, IL: Waveland.
   Google Scholar
• Bearse, C, & De Jong, E. J. (2008). Cultural and linguistic investment: adolescents in a secondary two-way immersion program. Equity And Excellence in Education, 41(3), 325–340.
   Google Scholar
• Boyle, J. (1997). Success and failure in learning Cantonese. Language Learning, 16, 82–86. doi:10.1080/09571739785200341
   Google Scholar
• Burkhauser, S., Steele, J. L., Li, J., Slater, R. O., Bacon, M., & Miller, T. (2016). Partner-language learning trajectories in dual-language immersion: Evidence from an urban district. Foreign Language Annals, 49(3), 415–433. doi:10.1111/flan.v49.3
   Web of Science ®Google Scholar
• Cammarota, J. (2011). The value of a multicultural and critical pedagogy: Learning democracy through diversity and dissent. Multicultural Perspectives, 13(2), 62–69. doi:10.1080/15210960.2011.571546
   Google Scholar
• Canagarajah, A. S. (2008). Language shift and the family: questions from the sri lankan tamil diaspora. Journal Of Sociolinguistics, 12(2), 1–34.
   Web of Science ®Google Scholar
• Castillo, C. T. (2001). The effects of a dual-language education program on student achievement and development of leadership abilities ( Unpublished doctoral dissertation). Our Lady of the Lake University, San Antonio, TX.
   Google Scholar
• Cobb, B., Vega, D., & Kronauge, C. (2006). Effects of an elementary dual language immersion school program on junior high school achievement. Middle Grades Research Journal, 1(1), 27–47.
   Google Scholar
• Cooc, N., & Leung, G. (2017). Who are ‘Chinese’ speakers in the United States?: Examining differences in socioeconomic outcomes and language identities. AAPI Nexus, 15(1/2), 137–164.
   Google Scholar
• Coy, S., & Litherland, L. (2000). From a foreign language perspective: A snapshot view of a dual language program in two inner-city high poverty elementary schools. E. R. I. C. Document Reproduction & N. Service. ED 446450, Washington, D.C.
   Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?. Modern Language Journal, 94, 103–115. doi:10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129.
   Google Scholar
• Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8, 351–375. doi:10.1007/s10993-009-9146-7
   Web of Science ®Google Scholar
• de Jong, E. J., & Bearse, C. (2011). The same outcomes for all? high school students reflect on their two-way immersion program experiences. In D. Christian, D. Tedick, & T. Fortune (Eds.) Immersion education: Pathways to bilingualism and beyond (pp. 104–122). Clevedon: Multilingual Matters.
   Google Scholar
• De Jong, E. J. (2014). Program design and two-way immersion programs. Journal of Immersion and Content-Based Language Education, 2(2), 241–256. doi:10.1075/jicb.2.2.06jon
   Google Scholar
• Emerson, R, Fretz, R, & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press.
   Google Scholar
• Feinauer, E, & Howard, E. R. (2014). Attending to the third goal: cross-cultural competence and identity development in two-way immersion programs. Journal Of Immersion and Content-based Language Education, 2(2), 257–272.
   Google Scholar
• Fishman, J. A. (1991). Reversing language shift: the theoretical and empirical foundations of assistance to threatened languages. Clevedon: Multilingual Matters.
   Google Scholar
• Freeman, R. D. (1998). Bilingual education and social change. Philadelphia, PA: Multilingual Matters.
   Google Scholar
• Gambhir, S. (2001). Truly less commonly taught languages and heritage language learners in the United States. In J. Peyton, J. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 207–229). McHenry, IL: Center for Applied Linguistics and Delta Systems.
   Google Scholar
• García, E. E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. New York,NY: Teachers College Press.
   Google Scholar
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford, UK: Wiley.
   Google Scholar
• Goffman, I. (1959). The presentation of self in everyday life. Edinburgh: University of Edinburgh Social Sciences Research Centre.
   Google Scholar
• Ha, J. H. (2001). English-speaking students’ written language development in Korean in a Korean/English two-way immersion program. In J. J. Ree (Ed.), The Korean language in America: Volume 6. Papers from the annual conference and teacher training workshop on the teaching of Korean language, culture, and literature (pp. 299–308). Tallahassee, FL: American Association of Teachers of Korean.
   Google Scholar
• Haviland, J. B. (1996). Owners versus bubu gujin: land rights and getting the language right in guugu yimithirr country. Journal Of Linguistic Anthropology, 6(2), 145–160.
   Google Scholar
• Howard, K. M. (2008). Language socialization and language shift among school-aged children. In P. A. Duff & N. H. Hornberger (Eds.), Encyclopedia of language education (Vol. 8, 2nd ed., pp. 127–143). Dordrecht, The Netherlands: Kluwer Academic Publishers
   Google Scholar
• Keane, W. (2001). Voice. In A. Duranti (Ed.), Key terms in language and culture (pp. 268–271). Malden, MA: Blackwell.
   Google Scholar
• Ladson-Billings, G. (1994). The dreamkeepers. San Francisco, CA: Jossey-Bass Publishing Co.
   Google Scholar
• Lee, J. S., Hill-Bonnet, L., & Raley, J. (2011). Examining the effects of language brokering on student identities and learning opportunities in dual immersion classrooms. Journal of Language, Identity, and Education, 10, 306–326. doi:10.1080/15348458.2011.614544
   Web of Science ®Google Scholar
• Lee, J. S., & Jeong, E. (2013). Korean-English dual language immersion: Perspectives of students, parents and teachers. Language, Culture and Curriculum, 26(1), 89–107. doi:10.1080/07908318.2013.765890
   Web of Science ®Google Scholar
• Levinson, S. C. (1988). Putting linguistics on a proper footing: Explorations in Goffman's Participation framework. In P. Drew & A, Wootton (Eds.), Goffman: Exploring the interaction order (pp. 161–227). Oxford: Polity Press
   Google Scholar
• Li, D. C. S., & Richards, J. (1995). Cantonese as a second language: A study of learner needs and Cantonese course books. City University of Hong Kong, Department of English, Research Monograph, 2, Hong Kong, Hong Kong.
   Google Scholar
• Li, W., & Hua, Z. (2010). Voices from the diaspora: Changing hierarchies and dynamics of Chinese multilingualism. International Journal of Sociology of Language, 205, 155–171.
   Google Scholar
• Lindholm-Leary, K. (2011). Student outcomes in chinese two-way immersion programs: language proficiency, academic achievement, and student attitudes. In D. Tedick, Christian, D., & T. Fortune (Eds.) Immersion education: Practices, policies, possibilities (pp. 81–103). Bristol: Multilingual Matters.
   Google Scholar
• Lindholm-Leary, K. (2014). Bilingual and biliteracy skills in young spanish-speaking low-ses children: impact of instructional language and primary language proficiency. International Journal Of Bilingual Education and Bilingualism, 17(2), 144–159.
   Web of Science ®Google Scholar
• Lindholm-Leary, K. (2016). Students’ perceptions of bilingualism in Spanish and Mandarin dual language programs. International Multilingual Research Journal, 10(1), 59–70. doi:10.1080/19313152.2016.1118671
   Web of Science ®Google Scholar
• Lindholm-Leary, K. J. (2001). Dual language education. Clevedon, England: Multilingual Matters.
   Google Scholar
• Lindholm-Leary, K. J. (2004). The rich promise of two-way immersion. Educational Leadership, 62(4), 56–59.
   Web of Science ®Google Scholar
• Linton, A. (2004). Learning in two languages: Spanish-English immersion in U.S. public schools. International Journal of Sociology and Social Policy, 24(7/8), 46–74. doi:10.1108/01443330410791019
   Google Scholar
• McGrady, P. B., & Reynolds, J. R. (2012). Racial mismatch in the classroom: Beyond black-white differences. Sociology of Education, 86(1), 3–17. doi:10.1177/0038040712444857
   Web of Science ®Google Scholar
• Ming-Hsuan, W. (2017). A critical examination of Asian students’ interracial and interethnic friendships at a multiracial urban school. Urban Education. doi:10.1177/0042085917690206
   Google Scholar
• Palmer, D. (2007). A dual immersion strand program in California: Carrying out the promise of dual language education in an English-dominant context. International Journal of Bilingual Education and Bilingualism, 10(6), 752–768. doi:10.2167/beb397.0
   Google Scholar
• Park, J. S.-Y. (2010). Naturalization of competence and the neoliberal subject: Success stories of English language learning in the Korean conservative press. Journal of Linguistic Anthropology, 20(1), 22–38. doi:10.1111/j.1548-1395.2010.01046.x
   Web of Science ®Google Scholar
• Park, M., O’Toole, A., & Katsiaficas, C. (2017). Dual language leaners: A national demographic and policy profile. Washington, D.C.: Migration Policy Institute.
   Google Scholar
• Parkes, J., Ruth, T., Anberg-Espinoza, M., & De Jong, E. (2009). Urgent research questions and issues in dual language education. albuqueque, NM: Dual Language Education of New Mexico. Retrieved from Dual Language Education of New Mexico website: http://www.dlenm.org/images/Documents/Research_Report.pdf
   Google Scholar
• Pennycook, A. (2007). Global englishes and transcultural flows. New York: Routledge.
   Google Scholar
• Pérez, B. (2004). Becoming biliterate: A study of two-way bilingual immersion education. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Piller, I, & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42(1), 23–44.
   Web of Science ®Google Scholar
• Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88, 75–101. doi:10.1111/modl.2004.88.issue-1
   Web of Science ®Google Scholar
• Potowski, K. (2007). Language and identity in a dual immersion school. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Quintanar-Sarellana, R. (2004). Si se puede! Academic excellence and bilingual competency in a K-8 two-way dual immersion program. Journal of Latinos and Education, 3(2), 87–102. doi:10.1207/s1532771xjle0302_3
   Google Scholar
• Reyes, S. A. (2001). Two-way bilingual immersion programs: Toward a more inclusive agenda in bilingual education. Mid-Western Educational Researcher, 14(4), 13–21.
   Google Scholar
• Ruiz, R. (2010). Reorienting language-as-resource. In J. Petrovic (Ed.), International perspectives on bilingual education: Policy, practice, and controversy (pp. 155–172). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Rymes, B. (2010). Classroom discourse analysis: a focus on communicative repertoires. In N. Hornberger & S. McKay (Eds.), Sociolinguistics and language education. London: Multilingual Matters.
   Google Scholar
• Semple, K. (2009, October 22). In Chinatown, sound of the future is Mandarin. In New York Times (pp. A1), New York, NY.
   Google Scholar
• Senesac, B. V. K. (2002). Two-way bilingual immersion: A portrait of quality schooling. Bilingual Research Journal, 26(1), 1–26. doi:10.1080/15235882.2002.10668700
   Google Scholar
• Shin, H. (2016). Language ‘skills’ and the neoliberal English education industry. Journal of Multilingual and Multicultural Development, 37(5), 509–522. doi:10.1080/01434632.2015.1071828
   Web of Science ®Google Scholar
• Sleeter, C. E. (2011). The academic and social value of ethnic studies. Washington, DC: National Education Association.
   Google Scholar
• Sohn, S., & Merrill, C. (2008). The Korean/English dual language program in the Los Angeles Unified School District. In D. M. Brinton, O. Kagan, & S. Bauckus (Eds.), Heritage language education: A new field emerging (pp. 269–287). New York, NY: Routledge.
   Google Scholar
• Stipek, D., Ryan, R., & Alarcón, R. (2001). Bridging research and practice to develop a two-way bilingual program. Early Childhood Research Quarterly, 16(1), 133–149. doi:10.1016/S0885-2006(01)00090-4
   Web of Science ®Google Scholar
• Tarone, E., & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. Modern Language Journal, 79, 166–178. doi:10.1111/j.1540-4781.1995.tb05428.x
   Web of Science ®Google Scholar
• U.S. Census Bureau. (2015). Detailed languages spoken at home and ability to speak English for the population 5 years and over for United States: 2009–2013 [Data file]. Retrieved from https://www.census.gov/data/tables/2013/demo/2009-2013-lang-tables.html.
   Google Scholar
• Valdés, G. (1997). Dual language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–429. doi:10.17763/haer.67.3.n5q175qp86120948
   Web of Science ®Google Scholar
• Weger-Guntharp, H. (2008). The affective needs of limited proficiency heritage language learners: Perspectives from a Chinese foreign language classroom. In K. Kondo-Brown & J. Brown (Eds.), Teaching chinese, japanese, and korean heritage language students: curriculum needs, materials, and assessments (pp. 221–234). New York: Routledge.
   Google Scholar
• Wodak, R., & Meyer, M. (Eds.). (2011). Methods of critical discourse studies (2nd ed.). Los Angeles, CA: Sage.
   Google Scholar
• Wong Fillmore, L. (2000). Loss of family languages: Should educators be concerned?. Theory into Practice, 39(4), 203–210. doi:10.1207/s15430421tip3904_3
   Web of Science ®Google Scholar