Home Programs References: Prioritize the Partner Language (Nov 2025)

References: Prioritize the Partner Language (Nov 2025)

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ACTFL. (2024). ACTFL Proficiency guidelines 2024. Alexandria, VA: American Council on the Teaching of Foreign Languages.

Block, Nicholas. (2011) The Impact of Two-Way Dual-Immersion Programs on Initially English-Dominant Latino Students’ Attitudes, Bilingual Research Journal: The Journal of the National Association for Bilingual Education, 34:2, 125-141, DOI: 10.1080/15235882.2011.598059

Collier, Virginia; Thomas, Wayne. (2004). The Astounding Effectiveness of Dual Language Education for All. NABE Journal of Research and Practice, 2(1), 1-20.

Collier, V. P., & Thomas, W. P. (2017). Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research. Annual Review of Applied Linguistics, 37, 203–217. https://doi.org/10.1017/S0267190517000034

Fortune, T.W., & Tedick,D.J. (2015). Oral proficiency development of English proficient K-8 Spanish immersion students. Modern Language Journal, 99(4), 637-655. DOI: 10.1111/modl.12275.

Guerrero, M. (2021). Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S. Journal of Latinos and Education, 22(4), 1427–1441. https://doi.org/10.1080/15348431.2021.1971086

Hamman, L. (2017). Translanguaging and positioning in two-way dual language classrooms: a case for criticality. Language and Education, 32(1), 21–42. https://doi.org/10.1080/09500782.2017.1384006

Koop, B. & Vanden Bosch, S. (2012). The power of the spoken word. CARLA Conference, 2012. Retrieved from: https://archive.carla.umn.edu/conferences/past/immersion2012/handouts/VandenBosch&Koop_PowerofSpokenWord_Oct2012ppt.pdf

Kowal, M. and Swain, M. (1997). From semantic to syntactic processing: How can we promote metalinguistic awareness in the French immersion classroom? In R. K. Johnson & M. Swain (Eds.), Immersion Education: International Perspectives (pp. 284-309). Cambridge: Cambridge University Press.

LaPierre, D. (1994). Language output in a cooperative learning setting: Determining its effects on second language learning. National Library of Canada.

Lee M, Shetgiri R, Barina A, Tillitski J, Flores G. (2015). Raising Bilingual Children: A Qualitative Study of Parental Attitudes, Beliefs, and Intended Behaviors. Hisp J Behav Sci. 2015 Nov;37(4):503-521. doi: 10.1177/0739986315602669. Epub 2015 Sep 8. PMID: 27057083; PMCID: PMC4820316.

Lyster, Roy. (2007). Learning and teaching language through content: A counterbalanced Approach. Amsterdam: John Benjamins.

Lyster, Roy. (2024). Corrective Feedback and Other Scaffolds in Support of Oral Language Development. Plenary, Language First Conference, addalingua. Grand Rapids, Michigan.

Morales, C. (2024). Dual Language Immersion Programs and Student Achievement in Early Elementary Grades. Educational Evaluation and Policy Analysis, 47(2), 616-623. https://doi.org/10.3102/01623737241228829 (Original work published 2025)

Morita-Mullaney, T., Renn, J., & Chiu, M. M. (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), 3888–3906. https://doi.org/10.1080/13670050.2022.2089012

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Pannell, J., Partsch, F., & Fuller, N. (2017). The Output Hypothesis: From theory to practice. TESOL Working Paper Series, 15, 126-159.

Surrain, S. (2018). ‘Spanish at home, English at school’: how perceptions of bilingualism shape family language policies among Spanish-speaking parents of preschoolers. International Journal of Bilingual Education and Bilingualism, 24(8), 1163–1177. https://doi.org/10.1080/13670050.2018.1546666

Tedick, D.J. & Lyster, Roy (2020) Scaffolding Language in Immersion and Dual Language Classrooms. Abington, Oxon and New York: Routledge.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.

Wang W, Rezaei YM, Izadpanah S. (2024). Speaking accuracy and fluency among EFL learners: The role of creative thinking, emotional intelligence, and academic enthusiasm. Heliyon. 2024 Sep 12;10(18):e37620. doi: 10.1016/j.heliyon.2024.e37620. PMID: 39328575; PMCID: PMC11425133.

Winnes, Abigail, “The Impact Of Language Attitudes On The Bilingual And Bicultural Self-Perceptions Of Fifth-Grade Latino Students” (2022). School of Education and Leadership Student Capstone Theses and Dissertations. 4543. https://digitalcommons.hamline.edu/hse_all/4543



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