Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 4:2 (2016) ► pp. 168197
References
Avant Assessment
(2012) STAMP 4Se (STAndards-based Measurement of Proficiency – 4 Skills Elementary) Technical Report. Retrieved from http://​avantassessment​.com​/docs​/avant​-stamp4Se​-technical​-document​.pdf.
(2013, March). STAMP4Se benchmarks and rubric guide. Retrieved from http://​www​.avantassessment​.com.Google Scholar
Björklund, S., Mård-Miettinen, K., & Turpeinen, H
(2007) Kielikylpykirja – Språkbadsboken [The Immersion Book]. Vaasa: Levón Institute, University of Vaasa.Google Scholar
Center for Applied Linguistics
(2015) Databases and directories. Retrieved from http://​ez​.cal​.org​/resource​-center​/databases​-directories.Google Scholar
Chen, X., Xu, F., Nguyen, T.–K., Hong, G., & Wang, Y
(2010) Effects of cross-language transfer on first language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 1021, 712–728. DOI logoGoogle Scholar
Council of Europe
Common European Framework of Reference for Languages. Retrieved from www​.coe​.int​/lang​-CEFR.
Everson, M.E
(2011) Best practices in teaching logographic and non-Roman writing systems to L2 learners. Annual Review of Applied Linguistics, 31(1), 249–274. DOI logoGoogle Scholar
Fortune, T.W., & Arabbo, M.A
(2006, January). Attending to immersion language proficiency at the program level. Workshop presented at the Annual Dual Language Immersion Pre-Conference Institute of the National Association of Bilingual Education (NABE) , Phoenix, AZ.
Fuson, K.C., & Kwon, Y
(1992) Learning addition and subtraction: Effects of number word and other cultural tools. In J. Bideaud, C. Meljac, & J. Fischer (Eds.), Pathways to number: Children’s developing numerical abilities (pp. 283–306). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Genesee, F
(1987) Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.Google Scholar
Genesee, F. & Fortune, T.W
(2014) Bilingual education and at-risk students. Journal of Immersion and Content-Based Language Education, 2(2), 196–209. [Special issue: Language Immersion Education: A Research Agenda for 2015 and Beyond, edited by Tedick & Björklund]. DOI logoGoogle Scholar
Genesee, F., & Lindholm Leary, K
(2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. DOI logoGoogle Scholar
Guan, C.Q., Liu, Y., Chan, D.H.L., Ye, F., & Perfetti, A
(2011) Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103(3), 509–522. DOI logoGoogle Scholar
Hamayan, E., Genesee, F., & Cloud, N
(2013) Dual language instruction from A-Z: Practical guidance for teachers and administrators. Portsmouth, NH: Heinemann.Google Scholar
Hanban
n.d.). Youth Chinese Test. Retrieved from http://​english​.hanban​.org​/node​_8001​.htm.
Ke, C., Wen, X., & Kotenbeutel, C
(2001) Report on the 2000 CLTA articulation project. Journal of Chinese Teachers Association, 36(3), 25–60.Google Scholar
Knell, E., & West, H
(2015) Writing practice and Chinese character recognition in early Chinese immersion students. Journal of the Chinese Language Teachers Association, 50(3), 45–61.Google Scholar
Lindholm-Leary, K
(2001) Dual language education. Avon, United Kingdom: Multilingual Matters. DOI logoGoogle Scholar
(2005, July). Understanding outcomes of diverse students in two-way bilingual immersion programs. Paper presented at Two-Way California Association of Bilingual Education Conference , Monterrey, CA.
(2010) PROMISE Initiative student outcomes. San Bernardino, CA: PROMISE Design Center.Google Scholar
Lindholm‐Leary, K
(2011) Student outcomes in Chinese two‐way immersion programs: Language proficiency, academic achievement, and student attitudes. In D.J. Tedick, D. Christian, & T. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 81103). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Li, H
(2014) Teaching Chinese literacy in the early years: Psychology, pedagogy, and practice. New York, NY: Routledge. DOI logoGoogle Scholar
Lyster, R
(2007) Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Mandarin Immersion Parent Council
(2016) Mandarin immersion school list. Retrieved from http://​miparentscouncil​.org​/full​-mandarin​-immersion​-school​-list/.Google Scholar
Mark, W., & Dowker, A
(2015) Linguistic influence on mathematical development is specific rather than pervasive: Revisiting the Chinese Number Advantage in Chinese and English children. Frontiers in Psychology, 6(203), 1–9. DOI logoGoogle Scholar
Met, M
(2002) Elementary school immersion in less commonly taught languages. In R.D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 139–160). Philadelphia: John Benjamins. DOI logoGoogle Scholar
Myers, M.L
(2009) Achievement of children identified with special needs in two-way Spanish immersion programs. (Unpublished doctoral dissertation). George Washington University, Washington, DC.Google Scholar
Ngan Ng, S.S., & Rao, N
(2010) Chinese number words, culture, and mathematics learning. Review of Educational Research, 80(2), 180–206. DOI logoGoogle Scholar
Padilla, A.M., Fan, L., Xu, X., & Silva, D
(2013) A Mandarin/English two-way immersion program: Language proficiency and academic achievement. Foreign Language Annals, 46(4), 661–679. DOI logoGoogle Scholar
Rose, J.M
(2013) Disparity analysis: A review of disparities between White Minnesotans and other racial groups. Retrieved from http://​mn​.gov​/cobm​/pdf​/COBM%20​-%202013%20Research%20Report%20on%20Disparities​.pdf.Google Scholar
Swain, M., & Lapkin, S
(1982) Evaluating bilingual education: A Canadian case study. Clevedon, UK: Multilingual Matters.Google Scholar
Tan, L.H., Spinks, J.A., Eden, G., Perfetti, C.A., & Siok, W.T
(2005) Reading depends on writing, in Chinese. Proceedings of the National Academy of Science, USA, 102(24), 8781–8785. DOI logoGoogle Scholar
Thomas, W., & Collier, V
(2012) Dual language education for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico – Fuente Press.Google Scholar
Turnbull, M., Hart, D., & Lapkin, S
(2003) Grade 6 French immersion students’ performance on large-scale reading, writing, and mathematics tests: Building explanations. The Alberta Journal of Educational Research, 49(1), 6–23.Google Scholar
Valentino, R., & Reardon, S
(2014) Effectiveness of four instructional programs designed to serve English language learners: Variation by ethnicity and initial English proficiency. Stanford, CA: Center for Education Policy Analysis.Google Scholar
Ye, L
(2011) Teaching and learning Chinese as a foreign language in the United States: To delay or not to delay the character introduction. (Unpublished doctoral dissertation). Georgia State University, Atlanta, GA. Retrieved from http://​scholarworks​.gsu​.edu​/alesl​_diss​/21.Google Scholar
Cited by

Cited by 17 other publications

Annick De Houwer & Lourdes Ortega
2018. . In The Cambridge Handbook of Bilingualism, DOI logo
Fortune, Tara W. & Zhongkui Ju
2017. Assessing and Exploring the Oral Proficiency of Young Mandarin Immersion Learners. Annual Review of Applied Linguistics 37  pp. 264 ff. DOI logo
Genesee, Fred & Kathryn Lindholm-Leary
2021. The suitability of dual language education for diverse students. Journal of Immersion and Content-Based Language Education 9:2  pp. 164 ff. DOI logo
Grivet, Candice Suzanne, Michelle Haj‐Broussard & Rodger Broomé
2021. School administrators’ perspectives of French immersion programs. Foreign Language Annals 54:1  pp. 114 ff. DOI logo
Ju, Zhongkui, Yanling Zhou & Robert delMas
2021. The contributions of separate pinyin skills and oral vocabulary to Chinese word reading of U.S. Mandarin immersion third graders. Reading and Writing 34:9  pp. 2439 ff. DOI logo
Knell, Ellen & Shin Chi Fame Kao
2020. Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition. Journal of Immersion and Content-Based Language Education 8:2  pp. 230 ff. DOI logo
Lee, Jin Sook & Tiange Wang
2021. A review of Korean/English and Mandarin/English dual language programs in the United States. Language Teaching for Young Learners 3:1  pp. 28 ff. DOI logo
Lu, Xinyue & Francis John Troyan
2022. Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education. Foreign Language Annals 55:3  pp. 684 ff. DOI logo
Lü, Chan
2019. Introduction. In Chinese Literacy Learning in an Immersion Program,  pp. 1 ff. DOI logo
Lü, Chan
2019. Theoretical Framework, Literature Review, and the Current Project. In Chinese Literacy Learning in an Immersion Program,  pp. 27 ff. DOI logo
Lü, Chan
2019. Morphological Awareness, Vocabulary Knowledge, Lexical Inference, and Text Comprehension in Chinese in Grade 3. In Chinese Literacy Learning in an Immersion Program,  pp. 167 ff. DOI 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. DOI logo
Ruiz‐Funes, Marcela T.
2020. The development of oral ability in L2 Spanish by English‐home language learners in a TWI program. Foreign Language Annals 53:1  pp. 96 ff. DOI logo
Tian, Zhongfeng
2022. Challenging the ‘Dual’: designing translanguaging spaces in a Mandarin-English dual language bilingual education program. Journal of Multilingual and Multicultural Development 43:6  pp. 534 ff. DOI logo
Wang, Danping
2020. Studying Chinese language in higher education: The translanguaging reality through learners’ eyes. System 95  pp. 102394 ff. DOI logo
WATZINGER–THARP, JOHANNA, DOUGLAS S. THARP & FERNANDO RUBIO
2021. Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program. The Modern Language Journal 105:1  pp. 194 ff. DOI logo
Yang, Lu, Genevieve Leung, Rosina Tong & Yuuko Uchikoshi
2018. Student attitudes and Cantonese proficiency in a Cantonese dual immersion school. Foreign Language Annals 51:3  pp. 596 ff. DOI logo

This list is based on CrossRef data as of 19 january 2023. 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.