Review published In:
Journal of Immersion and Content-Based Language EducationVol. 8:1 (2020) ► pp.137–140
Vol. 8:1 (2020) ► pp.137–140
Book review
Ko-Yin Sung and Hsiao-Mei Tsai. (2019). Mandarin Chinese Dual Language Immersion Programs
Reviewed by
References
Flores, N., & García, O.
(2017) A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 371, 14–29. 
Koh, P. W., Chen, X., & Cummins, J., & Li, J.
(2017) Literacy outcomes of a Chinese/English bilingual program in Ontario. Canadian Modern Language Review, 73(3), 343–367.
Lü, C.
(2017) The roles of pinyin skill in English-Chinese biliteracy learning: Evidence from Chinese immersion learners. Foreign Language Annals, 501, 306–322.
Onovughe, O. G.
(2012) Instructional strategies and resource utility in language teaching among basic educators in 21st century Nigeria. English Language Teaching, 5(5), 79–84.
Oxford, R. L.
(1990) Language Learning Strategies. New York, NY: Newbury House.
Padilla, A. M., Fan, L., Xu, X., & Silva, D.
(2013) Mandarin/English two-way immersion program: Language proficiency and academic achievement. Foreign Language Annals, 461, 661–679.
Palmer, D.
(2010) Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language “Strand” Program. Anthropology & Education Quarterly, 41(1), 94–114.