Comparing attitudes of first-grade dual language immersion versus mainstream English students

References

• Babino, A., & Steward, M. A. (2017). “I like English better” Latinx dual language student investments in Spanish, English, and bilingualism. The Journal of Latinxs & Education, 16(1), 18–29. doi:10.1080/15348431.2016.1179186
   Web of Science ®Google Scholar
• Banks, J. A., & Banks, C. A. M. (2005). Multicultural education: Issues and perspectives (5th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
   Google Scholar
• Bearse, C., & de Jong, E. (2008). Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity & Excellence in Education, 41(3), 325–340. doi:10.1080/10665680802174817
   Google Scholar
• Block, N. (2011). The impact of two-way dual immersion programs on initially English- dominant Latinx students’ attitudes. Bilingual Research Journal, 34, 125–141.
   Google Scholar
• Block, N. (2012). Perceived impact of two-way dual immersion programs on Latinx students' relationships in their families and communities. International Journal of Bilingual Education and Bilingualism, 15(2), 235–257. doi:10.1080/13670050.2011.620079
   Web of Science ®Google Scholar
• Block, N. C. (2007). Dual immersion programs in predominantly Latinx schools. PhD diss., Claremont Graduate University.
   Google Scholar
• Calderon, E., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Cazabon, M., Lambert, W. E., & Hall, G. (1993). Two-way bilingual education: A progress report on the amigos program. Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
   Google Scholar
• Cazabon, M., Nicoladis, E., & Lambert, W. E. (1998). Becoming bilingual in the amigos two-way immersion program. (Research Report 3). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
   Google Scholar
• Child Trends Data Bank. (2014). Immigrant children: Indicators of child and youth well-being. Retrieved from https://www.childtrends.org/wp-content/uploads/2013/07/110_Immigrant_Children.pdf
   Google Scholar
• Christian, D., Montone, C., Lindholm, K., & Carranza, I. (1997). Profiles in two-way immersion education. McHenry, IL: Delta Systems.
   Google Scholar
• De Jong, E., & Howard, E. (2009). Integration in two-way immersion education: Equalizing linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12, 81–99. doi:10.1080/13670050802149531
   Web of Science ®Google Scholar
• De Jong, E. J. (2002). Effective bilingual education: From theory to academic achievement in a two-way bilingual program. Bilingual Research Journal, 26, 65–84. doi:10.1080/15235882.2002.10668699
   Google Scholar
• DePalma, R. (2010). Language use in the two-way classroom: Lessons from a Spanish-English bilingual kindergarten. Bristol, United Kingdom: Multilingual Matters.
   Google Scholar
• Dorner, L. M. (2010). English and Spanish ‘para un futuro’ – Or just English? Immigrant family perspectives on two-way immersion. International Journal of Bilingual Education and Bilingualism, 13(3), 303–323. doi:10.1080/13670050903229851
   Web of Science ®Google Scholar
• Epstein, J. L. (2019). School and family partnerships: Preparing educators and improving schools (4th ed.). Thousand Oaks, CA: SAGE Publications.
   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. doi:10.1075/jicb.2.2.07fei
   Google Scholar
• Gerena, L. (2010). Student attitudes toward biliteracy in a dual immersion program. Reading Matrix: An International Online Journal, 10(1), 55–78.
   Google Scholar
• Giacchino-Baker, R., & Piller, B. (2006). Parental motivation, attitudes, support and commitment in southern Californian two-way immersion program. Journal of Latinxs and Education, 5, 5–28. doi:10.1207/s1532771xjle0501_2
   Google Scholar
• Granados, N. R. (2015). Dual language graduates’ participation in bilingual and biliterate communities of practice across time and space. Bilingual Research Journal, 38, 45–64. doi:10.1080/15235882.2015.1017031
   Web of Science ®Google Scholar
• Howard, E. R., Christian, D., & Genesee, F. (2004). The development of bilingualism and biliteracy from grades 3 to 5: A summary of findings from the CAL/CREDE study of two-way immersion education. (Research Report 13). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity, & Excellence and Center for Applied Linguistics.
   Google Scholar
• Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. United Kingdom: Delta Publishing Co.
   Google Scholar
• Johnson, B., & Christensen, L. (2017). Educational research: Quantitative, qualitative, and mixed approaches (6th ed.). Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Lambert, W. E. (1987). The effects of bilingual and bicultural experience on children’s attitudes and social perspectives. In P. Homel, M. Palij, & D. Aaronson (Eds.), Childhood bilingualism: Aspects of linguistic, cognitive, and social development (pp. 197–221). Hillsdale, NJ: Lawrence Earlbaum.
   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
• Lindholm-Leary, K. (1994). Promoting positive cross-cultural attitudes and perceived competence in culturally and linguistically diverse classrooms. In R. A. Devillar, C. J. Faltis, & J. P. Cummins (Eds.), Cultural diversity in schools: From rhetoric to practice. Albany, NY: State University of New York Press.
   Google Scholar
• Lindholm-Leary, K., & Block, N. (2010). Achievement in predominantly low SES/hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 43–60.
   Web of Science ®Google Scholar
• Lindholm-Leary, K., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, M. Saunders, and D. Christian (Eds.), Educating English language learners: A synthesis of the research evidence. Cambridge, MA: Cambridge University Press.
   Google Scholar
• Lindholm-Leary, K. J. (2001). Dual language education. Clevedon, United Kingdom: Multilingual Matters, Ltd.
   Google Scholar
• Lindholm-Leary, K. J. (2003). Dual language achievement proficiency and attitudes among current high school graduates of two-way bilingual program. Paper presented at the International Symposium on Bilingualism.
   Google Scholar
• Lindholm-Leary, K. J., & Borsato, G. (2001). Impact of two-way immersion on students’ attitudes toward school and college. (Research Report 10). Santa Cruz, CA & Washington, DC: Center for Research on Education, Diversity, and Excellence.
   Google Scholar
• Lindholm-Leary, K. J., & Borsato, G. (2005). Academic Achievement. In F. Genesee, K. J. Lindholm-Leary, & D. Saunders Christian (Eds.), Educating English language learners (pp. 176–222). New York, NY: Cambridge University Press.
   Google Scholar
• Lindholm-Leary, K. J., & Ferrante, A. (2005). Follow-up study of middle school two-way students: Language proficiency, achievement, and attitudes. In R. Hoosain & F. Salili (Eds.), Langauge in multicultural education (p. 157–179). Greenwich, CT: Information Age Publishing.
   Google Scholar
• Palmer, D. (2009). Middle-class English Speakers in a two-way immersion bilingual classroom: “Everybody should be listening to jonathan right now.. ”. TESOL Quarterly, 43(2), 177–202. doi:10.1002/j.1545-7249.2009.tb00164.x
   Web of Science ®Google Scholar
• Parkes, J., & Ruth, T. (2011). How satisfied are parents of students in dual language education programs? ‘Me parece maravillosa la gran oportunidad que le estan dando a estos ninos’. International Journal of Bilingual Education and Bilingualism, 14(6), 701–718.
   Web of Science ®Google Scholar
• Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. doi:10.1037/0022-3514.90.5.751
   PubMed 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. Modern Language Journal, 88, 75–101. doi:10.1111/j.0026-7902.2004.00219.x
   Web of Science ®Google Scholar
• Potowski, K. (2007). Language and identity in a dual immersion school. Toronto, ON, Canada: Multilingual Matters.
   Google Scholar
• Saucedo, L. (1997). Parents’ attitudes towards dual language immersion programs (ED405730) (p. 1–9). EDRS/ ERIC, US Department of Education.
   Google Scholar
• Schwartz, S. J., & Unger, J. B. (2010). Biculturalism and context: What is biculturalism, and when is it adaptive? Commentary on Mistry and Wu. Human Development, 53, 26–32. doi:10.1159/000268137
   PubMed Web of Science ®Google Scholar
• Shannon, S. M. (1995). The hegemony of English: A case study of one bilingual classroom as a site of resistance. Linguistics and Education: an International Research Journal, 7, 177–202. doi:10.1016/0898-5898(95)90022-5
   Google Scholar
• Shenk, E. (2008). Choosing Spanish: Dual language immersion and familial ideologies. In M. Niño-Murcia & J. Rothman (Eds.), Bilingualism and identity: Spanish at the crossroads with other languages (pp. 221–256). Amsterdam, Netherlands: John Benjamins Publishing Company.
   Google Scholar
• Smith, N. (2003). Predicting African American parents’ and guardian’s satisfaction with teachers and public schools. The Journal of Educational Research, 96, 277–285. doi:10.1080/00220670309597640
   Web of Science ®Google Scholar
• Steele, J. L., Slater, R. O., Zamorro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of dual-language immersion on student achievement: Evidence from lottery data. American Educational Research Journal, 54(1S), 282S–306S. doi:10.3102/0002831216634463
   Google Scholar
• Stolte, L. (2017). Discussing difference: Color-blind collectivism and dynamic dissonance in two-way immersion contexts. Bilingual Research Journal, 40(2), 205–221. doi:10.1080/15235882.2017.1310678
   Web of Science ®Google Scholar
• The National Academies of Science, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. Takanishi, R. & Le Menestrel, S., Eds. Washington DC: The National Academies Press.
   Google Scholar
• Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: NCBE.
   Google Scholar
• Thomas, W. P., & Collier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
   Google Scholar
• Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latinx English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 2010, 1–34. doi:10.3102/0002831214545110
   Google Scholar
• Valentino, R., & Reardon, S. F. (2014). Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency. Educational Evaluation and Policy Analysis, 37(4), 612–637. doi:10.3102/0162373715573310
   Web of Science ®Google Scholar
• Volk, D., & Angelova, M. (2007). Language ideology and the mediation of language choice in peer interactions in a dual-language first grade. Journal of Language, Identity, and Education, 177–199. doi:10.1080/15348450701454205
   Google Scholar
• Watzinger-Tharp, J., Swenson, K., & Mayne, Z. (2018). Academic achievement of students in dual language immersion. International Journal of Bilingual Education and Bilingualism, 21(8), 913–928. doi:10.1080/13670050.2016.1214675
   Web of Science ®Google Scholar