Article published in:
Language Immersion Education: A research agenda for 2015 and beyond
Edited by Diane J. Tedick and Siv Björklund
[Journal of Immersion and Content-Based Language Education 2:2] 2014
► pp. 210224
Cited by

Cited by 16 other publications

Bateman, Blair, Michael Child & Eliane Berlendis Bueno
2020. A focus on language in the immersion language arts curriculum. Journal of Immersion and Content-Based Language Education 8:2  pp. 200 ff. Crossref logo
Briceño, Allison
2021. Influence of Sequential and Simultaneous Bilingualism on Second Grade Dual Language Students’ Use of Syntax in Reading. Reading Psychology 42:2  pp. 150 ff. Crossref logo
Cammarata, Laurent & Martine Cavanagh
2018. In search of immersion teacher educators’ knowledge base. Journal of Immersion and Content-Based Language Education 6:2  pp. 189 ff. Crossref logo
Cammarata, Laurent & Martine Cavanagh
2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 39 ff. Crossref logo
Cammarata, Laurent & T.J. Ó Ceallaigh
2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 1 ff. Crossref logo
Cammarata, Laurent & T. J. Ó Ceallaigh
2018. Teacher education and professional development for immersion and content-based instruction. Journal of Immersion and Content-Based Language Education 6:2  pp. 153 ff. Crossref logo
Dale, Liz, Ron Oostdam & Marjolijn Verspoor
2018. Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21:3  pp. 366 ff. Crossref logo
Hickey, Tina M.
2021.  In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Lü, Chan
2020. Teaching and Learning Chinese through Immersion: A Case Study from the North American Context. Frontiers of Education in China 15:1  pp. 99 ff. Crossref logo
Rusk, Brian V., Johanne Paradis & Juhani Järvikivi
2020. Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners. Applied Psycholinguistics 41:3  pp. 547 ff. Crossref logo
Steinlen, Anja
2016. Primary school minority and majority language children in a partial immersion program. Journal of Immersion and Content-Based Language Education 4:2  pp. 198 ff. Crossref logo
Tedick, Diane J. & Caleb Zilmer
2018. Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education 6:2  pp. 269 ff. Crossref logo
Tedick, Diane J. & Caleb Zilmer
2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 119 ff. Crossref logo
Villabona, Nerea & Jasone Cenoz
2021. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum  pp. 1 ff. Crossref logo
Ó Ceallaigh, T. J., Máiréad Hourigan & Aisling Leavy
2021. Developing potentiality: pre-service elementary teachers as learners of language immersion teaching. International Journal of Bilingual Education and Bilingualism 24:4  pp. 515 ff. Crossref logo
Ó Ceallaigh, T.J., Mairéad Hourigan & Aisling Leavy
2019. Comhtháthú an ábhair agus na teanga i gcomhthéacs an tumoideachais: múinteoirí faoi oiliúint i mbun éabhlóide tríd an Staidéar Ceachta. COMHARTaighde :5 Crossref logo

This list is based on CrossRef data as of 22 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

References

References

Allen, P., Swain, M., Harley, B., & Cummins J.
(1990) Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 57–81). Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Ballinger, S.
(2013) Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language Education, 1(1), 131–148. CrossrefGoogle Scholar
Bishop, R., Berryman, M., & Richardson, C.
(2002) Te toi huarewa: Effective teaching and learning in total immersion Māori language educational settings. Canadian Journal of Native Education, 26(1), 44–61.Google Scholar
Bouffard, L.A., & Sarkar, M.
(2008) Training 8-year‐old French immersion students in metalinguistic analysis: An innovation in form-focused pedagogy. Language Awareness, 17(1), 3–24. CrossrefGoogle Scholar
Cameron, L.
(2001) Teaching languages to young learners. Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Cammarata, L., & Tedick, D.J.
(2012) Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96, 251–269. CrossrefGoogle Scholar
Cummins, J.
(2007) Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 221–241.Google Scholar
(2014) Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education, 2(1), 3–22. CrossrefGoogle Scholar
Dalton-Puffer, C.
(2007) Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Day, E., & Shapson, S.
(2001) Integrating formal and functional approaches to language teaching in French immersion: Language Learning, 51(Supplement 1), 47–80. CrossrefGoogle Scholar
Fortune, T.W., Tedick, D.J., & Walker, C.L.
(2008) Integrated language and content teaching: Insights from the immersion classroom. In T.W. Fortune & D.J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 71–96). Clevedon, UK: Multilingual Matters.Google Scholar
Harley, B.
(1989) Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10, 331–359. CrossrefGoogle Scholar
(1998) The role of form-focused tasks in promoting child L2 acquisition. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 156–174). Cambridge, UK: Cambridge University Press.Google Scholar
Harley, B., Cummins, J., Swain, M., & Allen, P.
(1990) The nature of language proficiency. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 7–25). Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Hoare, P., & Kong, S.
(2008) Late immersion in Hong Kong: Still stressed or making progress? In T.W. Fortune & D.J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 242–263). Clevedon, UK: Multilingual Matters.Google Scholar
Kong, S.
(2009) Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies? Canadian Modern Language Review, 66, 233–269. CrossrefGoogle Scholar
Krashen, S.
(1985) The input hypothesis: Issues and implications. London: Longman.Google Scholar
Lee, J.
(2007) Corrective feedback and learner uptake in English immersion classrooms at the primary level in Korea. English Teaching, 62(4), 311–334. CrossrefGoogle Scholar
Lightbown, P.
(2014) Focus on content-based language teaching. Oxford: Oxford University Press.Google Scholar
Lyster, R.
(1994) The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics, 15, 263–287. CrossrefGoogle Scholar
(1998) Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183–218. CrossrefGoogle Scholar
(2004) Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399–432. CrossrefGoogle Scholar
(2007) Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Lyster, R., Collins, L., & Ballinger, S.
(2009) Linking languages: A bilingual read-aloud project. Language Awareness, 18, 366–383. CrossrefGoogle Scholar
Lyster, R., & Mori, H.
(2006) Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269–300. CrossrefGoogle Scholar
Lyster, R., Quiroga, J., & Ballinger, S.
(2013) The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169–197. CrossrefGoogle Scholar
Lyster, R., & Ranta, L.
(1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66. CrossrefGoogle Scholar
Lyster, R., & Rebuffot, J.
(2002) Acquisition des pronoms d’allocution en classe de français immersif. Acquisition et Interaction en Langue Étrangère, 17, 51–71.Google Scholar
Lyster, R., Saito, K., & Sato, M.
(2013) Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. CrossrefGoogle Scholar
McMillan, B., & Turnbull, M.
(2009) Teachers’ use of the first language in French immersion: Revisiting a core principle. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 15–34). Bristol, UK: Multilingual Matters.Google Scholar
Met, M.
(1998) Curriculum decision-making in content-based language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Clevedon, UK: Multilingual Matters.Google Scholar
(2008) Paying attention to language: Literacy, language and academic achievement. In T. Fortune & D.J. Tedick (Eds.), Pathways to bilingualism and multilingualism: Evolving perspectives on immersion education (pp. 49–70). Clevedon, UK: Multilingual Matters.Google Scholar
Mougeon, R., Nadasdi, T., & Rehner, K.
(2010) The sociolinguistic competence of immersion students. Bristol, UK: Multilingual Matters.Google Scholar
Netten, J.
(1991) Towards a more language oriented second language classroom. In L. Malavé & G. Duquette (Eds.), Language, culture and cognition (pp. 284–304). Clevedon, UK: Multilingual Matters.Google Scholar
Peter, L., Hirata-Edds, T., & Montgomery-Anderson, B.
(2008) Verb development by children in the Cherokee language immersion program, with implications for teaching. International Journal of Applied Linguistics, 18(2), 166–187. CrossrefGoogle Scholar
Poirier, J., & Lyster, R.
(2014) Les pronoms objets directs de la 3e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion. The Canadian Modern Language Review, 70(2), 246–267. CrossrefGoogle Scholar
Skehan, P.
(1998) A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
Spada, N.
(1997) Form-focussed instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 29, 73–87. CrossrefGoogle Scholar
Swain, M.
(1988) Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6, 68–83. CrossrefGoogle Scholar
(2006) Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
Swain, M., & Lapkin, S.
(2002) Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304. CrossrefGoogle Scholar
(2013) A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Education, 1(1), 101–129. CrossrefGoogle Scholar
Tan, M.
(2011) Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research, 15, 325–342.CrossrefGoogle Scholar
Tedick, D.J., & Young, A.I.
(2014) Fifth grade two-way immersion students’ responses to form-focused instruction. Manuscript submitted for publication.Google Scholar
Weber, S., & Tardif, C.
(1991) Assessing L2 competency in early immersion classrooms. The Canadian Modern Language Review, 47, 916–932.Google Scholar
Wright, R.
(1996) A study of the acquisition of verbs of motion by grade 4/5 early French immersion students. The Canadian Modern Language Review, 53, 257–280.Google Scholar
Yamauchi, L.A., Ceppi, A.K., & Lau-Smith, J.
(2000) Teaching in a Hawaiian context: Educator perspectives on the Hawaiian language immersion program. Bilingual Research Journal, 24, 385–403. CrossrefGoogle Scholar
Yamauchi, L.A., & Wilhelm, P.
(2001) E ola ka Hawai‘i i kona ‘ōlelo: Hawaiians live in their language. In D. Christian & F. Genesee (Eds.), Bilingual education (pp. 83–94). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.Google Scholar