Part of
Bilingual Youth: Spanish in English-speaking societies
Edited by Kim Potowski and Jason Rothman
[Studies in Bilingualism 42] 2011
► pp. 3355
Cited by

Cited by 48 other publications

A. Lopez, Alexis
2023. Examining How Spanish-Speaking English Language Learners Use Their Linguistic Resources and Language Modes in a Dual Language Mathematics Assessment Task. Journal of Latinos and Education 22:1  pp. 198 ff. DOI logo
Lopez, Alexis A.
2023. Enabling Multilingual Practices in English Language Proficiency Assessments for Young Learners. In Handbook of Multilingual TESOL in Practice,  pp. 359 ff. DOI logo
Ackerman, Debra J.
2018. Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills. ETS Research Report Series 2018:1  pp. 1 ff. DOI logo
Ackerman, Debra J.
2020. Comparing the Content of, and Home Language Use Policies for Six GOLD®-Based Kindergarten Entry Assessments. Early Education and Development 31:5  pp. 676 ff. DOI logo
Ackerman, Debra J. & Zoila Tazi
2015. Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges. ETS Research Report Series 2015:1  pp. 1 ff. DOI logo
Antilla-Garza, Julie & Jenny Cook-Gumperz
2015. Debating the world – Choosing the word: High school debates as academic discourse preparation for bilingual students. Linguistics and Education 31  pp. 276 ff. DOI logo
2017. What Meaning-Making Means Among Us: The Intercomprehending of Emergent Bilinguals in Small-Group Text Discussions. Harvard Educational Review 87:4  pp. 482 ff. DOI logo
Babino, Alexandra
2017. Same program, distinctive development: Exploring the biliteracy trajectories of two dual language schools. Bilingual Research Journal 40:2  pp. 169 ff. DOI logo
Bengochea, Alain, Sabrina F Sembiante & Mileidis Gort
2018. An emergent bilingual child’s multimodal choices in sociodramatic play. Journal of Early Childhood Literacy 18:1  pp. 38 ff. DOI logo
Bengochea, Alain, Sabrina F Sembiante & Mileidis Gort
2020. Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play. Journal of Early Childhood Research 18:4  pp. 371 ff. DOI logo
2012. Balancing Content and Language in Instruction: The Experience of Immersion Teachers. The Modern Language Journal 96:2  pp. 251 ff. DOI logo
Carbonara, Valentina
2022. Multilingual education in an Italian public preschool: teachers and families among mobility processes and inclusive practices. Multilingua 41:3  pp. 321 ff. DOI logo
Chumak-Horbatsch, Roma
2017. Instructional Practice with Young Bilingual Learners: A Canadian Profile. In Handbook on Positive Development of Minority Children and Youth,  pp. 471 ff. DOI logo
Collins, Brian A.
2014. Dual language development of Latino children: Effect of instructional program type and the home and school language environment. Early Childhood Research Quarterly 29:3  pp. 389 ff. DOI logo
Fernández-Dobao, Ana
2018. Chapter 8. Code-switching in the Spanish heritage language classroom. In Speaking in a Second Language [AILA Applied Linguistics Series, 17],  pp. 175 ff. DOI logo
Flynn, Erin E.
2021.  “Rapunzel, Rapunzel, Lanza Tu Pelo ”: Storytelling in a Transcultural, Translanguaging Dialogic Exchange . Reading Research Quarterly 56:4  pp. 643 ff. DOI logo
García, Ofelia
2014. U.S. Spanish and Education. Review of Research in Education 38:1  pp. 58 ff. DOI logo
García, Ofelia & Li Wei
2015. Translanguaging, Bilingualism, and Bilingual Education. In The Handbook of Bilingual and Multilingual Education,  pp. 223 ff. DOI logo
Garrity, Sarah, Cristian R. Aquino-Sterling & Ashley Day
2015. Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning. International Multilingual Research Journal 9:3  pp. 177 ff. DOI logo
Ghiso, María Paula, Patricia Martínez-Álvarez & Bessie P. Dernikos
2014. Writing from and with Community Knowledge. In Exploring Multimodal Composition and Digital Writing [Advances in Multimedia and Interactive Technologies, ],  pp. 169 ff. DOI logo
Guzman-Orth, Danielle, Alexis A. Lopez & Florencia Tolentino
2017. A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States. ETS Research Report Series 2017:1  pp. 1 ff. DOI logo
Hamman, Laura
2018. Translanguaging and positioning in two-way dual language classrooms: a case for criticality. Language and Education 32:1  pp. 21 ff. DOI logo
Hamman-Ortiz, Laura
2019. Troubling the “two” in two-way bilingual education. Bilingual Research Journal 42:4  pp. 387 ff. DOI logo
Elizabeth Ijalba, Patricia Velasco & Catherine J. Crowley
2019. Language, Culture, and Education, DOI logo
Karlsson, Annika, Pia Nygård Larsson & Anders Jakobsson
2019. Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education 41:15  pp. 2049 ff. DOI logo
Kaveh, Yalda M. & Ashley Lenz
2022. “I'm embarrassed and scared to speak a different language”: The complex language beliefs and emotions of bi/multilingual children of immigrants in monolingual U.S. schools. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Kennedy, Kimberley D. & Harriett D. Romo
2013. “All Colors and Hues”: An Autoethnography of a Multiethnic Family's Strategies for Bilingualism and Multiculturalism. Family Relations 62:1  pp. 109 ff. DOI logo
Kirsch, Claudine
2017. Translanguaging practices during storytelling with the app iTEO in preschools. Translation and Translanguaging in Multilingual Contexts 3:2  pp. 145 ff. DOI logo
Kirsch, Claudine
2018. Young children capitalising on their entire language repertoire for language learning at school. Language, Culture and Curriculum 31:1  pp. 39 ff. DOI logo
Kirsch, Claudine
2021. Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg. European Early Childhood Education Research Journal 29:3  pp. 336 ff. DOI logo
Kirsch, Claudine, Gabrijela Aleksić, Simone Mortini & Katja Andersen
2020. Developing multilingual practices in early childhood education through professional development in Luxembourg. International Multilingual Research Journal 14:4  pp. 319 ff. DOI logo
Kirsch, Claudine & Simone Mortini
2021. Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. DOI logo
Kirsch, Claudine & Claudia Seele
2020. Translanguaging in Early Childhood Education in Luxembourg: From Practice to Pedagogy. In Inclusion, Education and Translanguaging [Inklusion und Bildung in Migrationsgesellschaften, ],  pp. 63 ff. DOI logo
Kuby, Candace R., Angie Zapata & Oona Fontanella-Nothom
2019. Teaching and Learning Literacy in Early Childhood Education. In The Wiley Handbook of Early Childhood Care and Education,  pp. 301 ff. DOI logo
Lopez, Alexis A., Sultan Turkan & Danielle Guzman-Orth
2017. Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. ETS Research Report Series 2017:1  pp. 1 ff. DOI logo
Martin-Beltrán, Melinda
2014. “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities. International Multilingual Research Journal 8:3  pp. 208 ff. DOI logo
Muñoz-Basols, Javier, Micaela Muñoz-Calvo & Jesús Suárez García
2014. Hacia una internacionalización del discurso sobre la enseñanza del español como lengua extranjera. Journal of Spanish Language Teaching 1:1  pp. 1 ff. DOI logo
Palmer, Deborah & Ramón Antonio Martínez
2013. Teacher Agency in Bilingual Spaces. Review of Research in Education 37:1  pp. 269 ff. DOI logo
Panagiotopoulou, Julie A. & Maria J. Hammel
2020. ‘What Shall We Sing Now, Amir?’ Developing a Voice through Translanguaging Pedagogy—An Ethnographic Research and Professional Training Project in Day-Care Centers and Schools. In Inclusion, Education and Translanguaging [Inklusion und Bildung in Migrationsgesellschaften, ],  pp. 203 ff. DOI logo
Pawliszko, Judyta
2022. Translanguaging in preschools: evidence from Polish-English bilingual children. Innovation in Language Learning and Teaching  pp. 1 ff. DOI logo
Rojas-Lizana, Sol
2017. Who Is Asking the Questions?. In Narrative Research in Practice,  pp. 159 ff. DOI logo
Rosiers, Kirsten
2018. Translanguaging revisited. Translation and Translanguaging in Multilingual Contexts 4:3  pp. 361 ff. DOI logo
Ryu, Minjung
2019. Mixing languages for science learning and participation: an examination of Korean-English bilingual learners in an after-school science-learning programme. International Journal of Science Education 41:10  pp. 1303 ff. DOI logo
Schwartz, Mila, Claudine Kirsch & Simone Mortini
2022. Young children’s language-based agency in multilingual contexts in Luxembourg and Israel. Applied Linguistics Review 13:5  pp. 819 ff. DOI logo
Sembiante, Sabrina F, Alain Bengochea & Mileidis Gort
2022. Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom. Journal of Early Childhood Literacy  pp. 146879842211442 ff. DOI logo
Singh, Sunita
2019. Language Literacy and Bilingualism in the Early Years. In Early Childhood Education and School Readiness in India,  pp. 153 ff. DOI logo
Smith, Heather Jane & Leena Helavaara Robertson
2020. SCT and Translanguaging-to-learn. Language and Sociocultural Theory 6:2  pp. 213 ff. DOI logo
Ting, Su-Hie & Lipina Jintang
2022. Teacher and students’ translanguaging practices in a Malaysian preschool. International Journal of Early Years Education 30:2  pp. 261 ff. DOI logo

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