Article published In:
Spanish in Context
Vol. 4:2 (2007) ► pp.187216
Cited by

Cited by 20 other publications

Briceño, Allison
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Briceño, Allison, Claudia Rodriguez-Mojica & Eduardo Muñoz-Muñoz
2018. From English learner to Spanish learner: raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates. Language and Education 32:3  pp. 212 ff. DOI logo
Briceño, Allison & Emily Zoeller
2022. “Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets. Bilingual Research Journal 45:1  pp. 8 ff. DOI logo
Elola, Idoia & Ariana Mikulski
2013. Revisions in real time: Spanish heritage language learners' writing processes in English and Spanish. Foreign Language Annals 46:4  pp. 646 ff. DOI logo
Fernández-Dobao, Ana & Julia Herschensohn
2021. Acquisition of Spanish verbal morphology by child bilinguals: Overregularization by heritage speakers and second language learners. Bilingualism: Language and Cognition 24:1  pp. 56 ff. DOI logo
Franco Rodriguez, Camila
2023. Computer-based Reading Recall on Sociolinguistic Research. Journal of Computer-Assisted Linguistic Research 7  pp. 1 ff. DOI logo
Goldin, Michele
2020. An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers. Languages 5:2  pp. 18 ff. DOI logo
Goldin, Michele
2022. Language activation in dual language schools: the development of subject-verb agreement in the English and Spanish of heritage speaker children. International Journal of Bilingual Education and Bilingualism 25:8  pp. 3046 ff. DOI logo
Menke, Mandy R.
2021. Phonological development in Spanish immersion. Journal of Immersion and Content-Based Language Education 9:1  pp. 112 ff. DOI logo
Menke, Mandy Renee
2017. Phonological development in two-way bilingual immersion. Journal of Second Language Pronunciation 3:1  pp. 80 ff. DOI logo
2010. Receptive Volitional Subjunctive Abilities in Heritage and Traditional Foreign Language Learners of Spanish. The Modern Language Journal 94:2  pp. 217 ff. DOI logo
Morita-Mullaney, Trish, Jennifer Renn & Ming Ming Chiu
2022. Spanish language proficiency in dual language and English as a second language models: the impact of model, time, teacher, and student on Spanish language development. International Journal of Bilingual Education and Bilingualism 25:10  pp. 3888 ff. DOI logo
Padial, Ana, Ariana M. Mikulski & Idoia Elola
2024. Voices of SHL educators. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37:1  pp. 335 ff. DOI logo
2015. When L1 becomes an L3: Do heritage speakers make better L3 learners?. Bilingualism: Language and Cognition 18:2  pp. 163 ff. DOI logo
Potowski, Kim
2016. Current issues in Spanish heritage language education. In Advances in Spanish as a Heritage Language [Studies in Bilingualism, 49],  pp. 127 ff. DOI logo
Pratt, Kristen L. & Gisela Ernst-Slavit
2019. Equity perspectives and restrictionist policies: Tensions in dual language bilingual education. Bilingual Research Journal 42:3  pp. 356 ff. DOI logo
Rodríguez Tamayo, Ilba Yaneth & Lina María Tenjo-Macías
2019. Children’s Cultural Identity Formation: Experiences in a Dual Language Program. GiST Education and Learning Research Journal 18  pp. 86 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
Young, Amy I.
2016. Facilitating functional complexity. Journal of Immersion and Content-Based Language Education 4:2  pp. 251 ff. DOI logo
Young, Amy I. & Diane J. Tedick
2016. 5. Collaborative dialogue in a two-way Spanish/English immersion classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 135 ff. DOI logo

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