Relevant bibliographies by topics / Bilingual immersion

Academic literature on the topic 'Bilingual immersion'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Bilingual immersion"

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CALDAS, STEPHEN J., and SUZANNE CARON-CALDAS. "The influence of family, school, and community on bilingual preference: Results from a Louisiana/Québec case study." Applied Psycholinguistics 21, no. 3 (September 2000): 365–81. http://dx.doi.org/10.1017/s0142716400003040.

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This case study examines the shifting bilingual preference of three French/English bilingual children over a three-year period. It also clarifies the distinction between the many often misleading terms used to refer to bilingual preference (i.e., a bilingual's language choice). The children's fluctuating bilingual preference is accounted for in terms of three contextual domains: home, school, and community. The home domain was predominantly French-speaking, while the community domain shifted between predominantly English-speaking Louisiana and French-speaking Québec. The 10-year-old identical twin girls were in a French immersion program in Louisiana during the entire three-year period; their 12-year-old brother was not. A new, domain-sensitive longitudinal measure – the bilingual preference ratio (BPR) – was created and applied for each child using 36 months of weekly tape recordings of mealtime conversations. BPR fluctuations indicate that the greatest effect on the children's language preference was community immersion in the target language. However, the twins' markedly greater preference for speaking French at home in Louisiana is attributed to the influence of French immersion at school.
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Costa, Francesca, and Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, no. 24 (December 13, 2021): 13766. http://dx.doi.org/10.3390/su132413766.

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We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.
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DELUCA, VINCENT, JASON ROTHMAN, and CHRISTOS PLIATSIKAS. "Linguistic immersion and structural effects on the bilingual brain: a longitudinal study." Bilingualism: Language and Cognition 22, no. 5 (July 24, 2018): 1160–75. http://dx.doi.org/10.1017/s1366728918000883.

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Learning and using additional languages can result in structural changes in the brain. However, the time course of these changes, as well as the factors the predict them, are still not well understood. In this longitudinal study we test the effects of bilingual immersion on brain structure of adult sequential bilinguals not undergoing any language training, who were scanned twice, three years apart. We observed significant increases in grey matter volume in the lower left cerebellum, mean white matter diffusivity in the frontal cortex, and reshaping of the left caudate nucleus and amygdala and bilateral hippocampus. Moreover, both prior length of immersion and L2 age of acquisition were significant predictors of volumetric change in the cerebellum. Taken together, these results indicate that bilingualism-induced neurological changes continue to take place across the lifespan and are strongly related to the quantity and quality of bilingual immersion, even in highly-immersed adult bilingual populations.
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Collier, Virginia P. "The Canadian Bilingual Immersion Debate." Studies in Second Language Acquisition 14, no. 1 (March 1992): 87–97. http://dx.doi.org/10.1017/s0272263100010482.

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OLLER, D. KIMBROUGH, BARBARA Z. PEARSON, and ALAN B. COBO-LEWIS. "Profile effects in early bilingual language and literacy." Applied Psycholinguistics 28, no. 2 (March 1, 2007): 191–230. http://dx.doi.org/10.1017/s0142716407070117.

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Bilingual children's language and literacy is stronger in some domains than others. Reanalysis of data from a broad-scale study of monolingual English and bilingual Spanish–English learners in Miami provided a clear demonstration of “profile effects,” where bilingual children perform at varying levels compared to monolinguals across different test types. The profile effects were strong and consistent across conditions of socioeconomic status, language in the home, and school setting (two way or English immersion). The profile effects indicated comparable performance of bilingual and monolingual children in basic reading tasks, but lower vocabulary scores for the bilinguals in both languages. Other test types showed intermediate scores in bilinguals, again with substantial consistency across groups. These profiles are interpreted as primarily due to the “distributed characteristic” of bilingual lexical knowledge, the tendency for bilingual individuals to know some words in one language but not the other and vice versa.
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Cummins, Jim. "Rethinking pedagogical assumptions in Canadian French immersion programs." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

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Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests concrete strategies for optimizing students’ bilingual and biliteracy development.
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HEIDLMAYR, KARIN, SYLVAIN MOUTIER, BARBARA HEMFORTH, CYRIL COURTIN†, ROBERT TANZMEISTER, and FRÉDÉRIC ISEL. "Successive bilingualism and executive functions: The effect of second language use on inhibitory control in a behavioural Stroop Colour Word task." Bilingualism: Language and Cognition 17, no. 3 (November 29, 2013): 630–45. http://dx.doi.org/10.1017/s1366728913000539.

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Here we examined the role of bilingualism on cognitive inhibition using the Stroop Colour Word task. Our hypothesis was that the frequency of use of a second language (L2) in the daily life of successive bilingual individuals impacts the efficiency of their inhibitory control mechanism. Thirty-three highly proficient successive French–German bilinguals, living either in a French or in a German linguistic environment, performed a Stroop task on both French and German words. Moreover, 31 French monolingual individuals were also tested with French words. We showed that the bilingual advantage was (i) reinforced by the use of a third language, and (ii) modulated by the duration of immersion in a second language environment. This suggests that top–down inhibitory control is most involved at the beginning of immersion. Taken together, the present findings lend support to the psycholinguistic models of bilingual language processing that postulate that top–down active inhibition is involved in language control.
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Alsulami, Sumayyah Qaed. "Partial Immersion Program for Saudi Bilinguals." English Language Teaching 10, no. 2 (January 21, 2017): 150. http://dx.doi.org/10.5539/elt.v10n2p150.

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English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.
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Pawley, Catherine. "How Bilingual Are French Immersion Students?" Canadian Modern Language Review 41, no. 5 (April 1985): 865–76. http://dx.doi.org/10.3138/cmlr.41.5.865.

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CODERRE, EMILY L., WALTER J. B. VAN HEUVEN, and KATHY CONKLIN. "The timing and magnitude of Stroop interference and facilitation in monolinguals and bilinguals." Bilingualism: Language and Cognition 16, no. 2 (November 20, 2012): 420–41. http://dx.doi.org/10.1017/s1366728912000405.

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Executive control abilities and lexical access speed in Stroop performance were investigated in English monolinguals and two groups of bilinguals (English–Chinese and Chinese–English) in their first (L1) and second (L2) languages. Predictions were based on a bilingual cognitive advantage hypothesis, implicating cognitive control ability as the critical factor determining Stroop interference; and two bilingual lexical disadvantage hypotheses, focusing on lexical access speed. Importantly, each hypothesis predicts different response patterns in a Stroop task manipulating stimulus onset asynchrony (SOA). There was evidence for a bilingual cognitive advantage, although this effect was sensitive to a number of variables including proficiency, language immersion, and script. In lexical access speed, no differences occurred between monolinguals and bilinguals in their native languages, but there was evidence for a delay in L2 processing speed relative to the L1. Overall, the data highlight the multitude of factors affecting executive control and lexical access speed in bilinguals.
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Dissertations / Theses on the topic "Bilingual immersion"

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Trout, Cheryl Lynn. "Assessing contextual factors for immersion programs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.

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McCray, Joanna Rachel. "BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/138.

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Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.
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Di, Stefano Marialuisa. "Understanding How Emergent Bilinguals Bridge Belonging and Languages in Dual Language Immersion Settings." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6261.

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The purpose of this study was to understand how young children bridge belonging and language in a dual language immersion (DLI) setting. I developed a 10-week ethnographic study in a Spanish-English third-grade class in the Northeast of the U.S. where data was collected in the form of field notes, interviews, and artifacts. Here I explored the way language instruction and student participation influenced the development of the teacher and students’ multiple identities. The findings of this study suggest that emergent bilinguals’ identity development derives from the process built through multiple dialogic classroom instruction and practices. The products of this process emphasize the sense of belonging and language practices as main components of students’ hybrid and fluid identities. This research contributes to the field of identity development and DLI studies in terms of knowledge, policy, and practices. In particular, the findings of this study: (a) increase our knowledge of students’ multiple identities development in DLI settings; (b) impact policy implementation in elementary schools; and (c) reveal classroom strategies and successful instructions in elementary education.
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Valdovinos, Ivonne. "Validating tier 2 math interventions for dual-immersion populations." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141517.

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Mathematics performance of students in the United States is concerning. When compared to global peers, students in the United States perform at the lower range in areas of mathematics. Even after controlling for variables such as ethnicity, parent educational attainment, and socio-economic status, students in the United States continue to struggle in mathematics. One area that facilitates learning complex mathematics skills is computational fluency. The Mathematics Advisory Panel Report and the Common Core State Standards in Mathematics recommend that students have daily practice to build computational fluency skills. Evidence based interventions that target computational fluency includes incremental rehearsal, cover copy compare, and performance reward. The interventions were implemented with three students who attended a dual language immersion program and analyzed through single-case research design. The results found the interventions effective for two of the three students. Using these interventions as a package can have beneficial results in the computational fluency of students in dual-immersion programs.

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Ridley, Natalie D. "The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4751/.

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Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.
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Taylor-Browne, Karen. "French immersion versus Francophone Minority schools : a Canadian debate about bilingual education." Thesis, University of Reading, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262178.

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Stolte, Laurel Cadwallader. "Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.

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Learning how to interact with others of diverse backgrounds is essential to effective participation in a globalized world and is a key goal of two-way language immersion programs, which bring together students from different language backgrounds to learn in both languages. These programs are frequently lauded for their success in promoting academic achievement and bilingualism, as well as for their potential to promote cross-cultural learning. However, limited research in this area shows that while students develop positive attitudes and cross-cultural friendships, the unequal status of the two languages and the marginalization of African-American students are concerns. Few studies have looked at the process of cross-cultural learning in these programs to see how interactions between students, teachers, and resources like curricula may influence students’ cross-cultural educación (Valenzuela, 1999). This comparative case study examines the question “What does cross-cultural educación look like in two-way immersion programs, and what factors influence that process?” at two schools, using observations of classes and schoolwide events, semi-structured interviews with teachers, document review, and a student picture sort activity. Using contact theory, I find that the two schools have different strengths in regards to cross-cultural educación, with one providing institutional support structures for explicit cross-cultural learning and another providing more opportunities for informal learning through its socioeconomically- and ethnically-diverse student and teacher population. There are also distinct ways of talking about difference at the two-schools, with one favoring a discourse focused on commonalities and the other a more dissonant discourse that recognizes differences. Nevertheless, the schools share important characteristics associated with their shared context, the rapidly globalizing state of North Carolina; these include pressure to integrate cross-cultural learning with Common Core literacy standards and a focus on the cultures of foreign countries. I argue that two-way immersion programs need to emphasize equity for not only speakers of non-English languages, but also diverse ethnic and socioeconomic groups, through broadening considerations for choosing program models, diversifying student and teacher populations, and teaching students to both learn about and care for different cultures in their local communities.
Culture, Communities, and Education
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Morehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.

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Seventeen years after the passage of Arizona’s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona’s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students’ options. This mixed-method study assessed the perceptions of “dual-immersion” teachers—who are members of a professional development consortium in Maricopa County, Arizona—towards their program and its overall role in serving all students in their classrooms. Using Bronfenbrenner’s Ecological systems model as an interpretive framework, this study examined interview and survey data in order to develop an understanding of how the systems’ environment affects teacher’ beliefs and perceptions. Key findings included dual-immersion teachers’ lack of agency in affecting language policy, the need for instructional materials, the positive impact of team learning facilitated by leaders, an economic or practical rationale for programs’ existence, and teachers’ beliefs in the abilities of English Learners to succeed in the dual-immersion classroom. Understanding how dual-immersion teachers position themselves towards their programs and students offers educational leaders insight into promoting an expansion of program options to underserved students in the state. Future research directed at teachers in Mandarin and French schools in the state could provide new information or reinforce existing themes uncovered during the research.

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Isaac, Lauren B. "LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416750134.

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Heston, Dawn M. "Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877148.

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The purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion classroom. As language immersion programs and dual language schools continue to grow in popularity in Canada and the United States, this study seeks to illuminate and interpret a teacher’s work with students in the Spanish Language Immersion Program (SLIP), a research site located in the urban Midwestern United States.

This instrumental case study employed the lens of Sociocultural Theory to explore the principal research question: How does the teacher scaffold student development of biliteracy within language and content instruction in the immersion school context? The research also explores pre-planned scaffolding versus interactional scaffolding, as well as the tensions and forces within the broader context that the teacher encounters while working with students in this bilingual educational environment. Classroom observations, teacher interviews, administration interviews, and artifacts were analyzed using methods borrowed from Grounded Theory.

Findings from this study highlight the characteristics of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: “Scaffolding Episodes in the Development of Biliteracy,” to illustrate the task-oriented support provided by the teacher, and “Centripetal versus Centrifugal Forces,” to present the forces and tensions that the teacher faced within the historical phases of the Spanish Language Immersion Program.

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Books on the topic "Bilingual immersion"

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Education, Alberta Alberta. Guidelines for ECS bilingual (partial immersion) programs. [Edmonton, Alta.]: Alberta Education, 1988.

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Snow, Marguerite Ann. Innovative second language education: Bilingual immersion programs. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1986.

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Mosimann-Barbier, Marie-Claude. Immersion et bilinguisme en Ontario. [Rouen: Université de Rouen], 1992.

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Kimbrough, Ted D. Dual language immersion program models, elementary school. Chicago: Board of Education, 1991.

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Association, Canadian Education. French immersion today. Toronto: Canadian Educational Association, 1992.

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Education, Ontario Ministry of. French language arts: Extended and immersion programs. Toronto, Ont: Queen's Printer, 1993.

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Krashen, Stephen D. Inquiries & insights: Second languageteaching immersion & bilingual education literacy. Englewood Cliffs, NJ: Alemany Press, 1990.

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Elena, Nicoladis, Lambert Wallace E, and Educational Resources Information Center (U.S.), eds. Becoming bilingual in the Amigos two-way immersion. [Santa Cruz, CA]: Center for Research on Education, Diversity & Excellence, 1998.

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Immersion education: Practices, policies, possibilities. Bristol: Multilingual Matters, 2011.

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Ontario Secondary School Teachers' Federation. Report on French immersion. Toronto, Ont: OSSTF, 1985.

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Book chapters on the topic "Bilingual immersion"

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Arnau, Joaquim. "Immersion Education in Catalonia." In Bilingual Education, 297–303. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_30.

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Swain, Merrill. "French Immersion Programs in Canada." In Bilingual Education, 261–69. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_26.

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Laurén, Christer. "Swedish Immersion Programs in Finland." In Bilingual Education, 291–96. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_29.

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Bacon, Michael, and Vân Truong. "Vietnamese Dual Language Immersion." In Critical Consciousness in Dual Language Bilingual Education, 112–20. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-14.

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McIvor, Onowa, and Teresa L. McCarty. "Indigenous Bilingual and Revitalization-Immersion Education in Canada and the USA." In Bilingual and Multilingual Education, 421–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02258-1_34.

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McIvor, Onowa, and Teresa L. McCarty. "Indigenous Bilingual and Revitalization-Immersion Education in Canada and the USA." In Bilingual and Multilingual Education, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_34-1.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "Learning and literacy." In Academic Achievement in Bilingual and Immersion Education, 115–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-11.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "TransAcquisition teaching and curriculum design." In Academic Achievement in Bilingual and Immersion Education, 3–13. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-1.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "The TransAcquisition method." In Academic Achievement in Bilingual and Immersion Education, 42–53. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-5.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "TransAcquisition principles." In Academic Achievement in Bilingual and Immersion Education, 32–41. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-4.

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Conference papers on the topic "Bilingual immersion"

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Chen, Min, Leimin Li, and Chunhai Lu. "Exploration of Bilingual Teaching Mode for Nuclear Specialty." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another country, we suggest a proper bilingual education method for the nuclear specialty. We think that “Step by step” approach is consistent with China’s national conditions.
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Qingyun, Shou, Gao Jun, Li Maode, and Xu Chengye. "A study on immersion bilingual teaching of refrigeration and air conditioning course." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295453.

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Liu, Xiuling. "Major Problems and Implementation Strategies of Early Immersion Bilingual Teaching of Children English." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.108.

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Lee-Morgan, Jenny, Jo Mane, Joanne Gallagher, and Ruia Aperahama. "A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!" In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205017.

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This kaupapa Māori research project investigates the ways that two Māori-medium pathways (bilingual and immersion) work together in a newly built Flexible Learning Space (FLS) to progress te reo Māori and the aspirations of whānau. This paper introduces the project that proposes the notion of the Māori Modern Learning Environment (MMLE). Funded by Teaching Learning Research Initiative (TLRI), this two-year project is still in progress with the project only being at an early stage. The researchers are currently exploring how ‘space’ is understood and utilised by Māori teachers, students and whānau of two Māori-medium pathways, within the wider English-medium primary-school context. This pūrākau (casestudy) project takes a strengths-based approach, and is based on the experiences, pedagogies and potential of Te Akā Pūkaea, at Newton Central School. The two whānau groups and Māori-medium pathways at the centre of the study are: Te Uru Karaka (immersion) and Te Awahou (bilingual). This research is intended to respond to the call from Stewart and Benade (2020) to ‘spatial biculturalism’ as we theorise ‘space’ from a kaupapa Māori lens. Hence, the project is titled “A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!”.
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Hamman-Ortiz, Laura. "Becoming Bilingual in Two-Way Immersion: Patterns of Investment in a Second-Grade Classroom." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577001.

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Roy, Sylvie, and Maria Soledad Hoyos Pérez. "LANGUAGE PEDAGOGY IN BILINGUAL AND IMMERSION PROGRAMS IN SPAIN AND CANADA: A COMPARISON STUDY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0434.

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González-Rosende, María Eugenia, José Ignacio Bueso-Bordils, Encarna Castillo, Sara Paradells, and Mónica Pascual. "BILINGUAL TEACHING LAB MATERIALS TO FACILITATE SCIENTIFIC LANGUAGE IMMERSION OF INTERNATIONAL STUDENTS: A STUDY CASE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0416.

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Chen, Xueyan, and Ling Gong. "Practical Research on Progressive Immersion Bilingual Teaching Mode in Nursing Major of Sino-foreign Cooperative Education." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.17.

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Chen, Xueyan, and Jihong Wang. "Discussion on the Implementation of Immersion Bilingual Teaching in the Context of Sino-Foreign Cooperation in Running Schools." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.18.

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García-Mateus, Suzanne. ""I Feel It's Not About Ability, It's About Power": A Bilingual Teacher's Interpretation of a Gentrifying Two-Way Immersion Program." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880260.

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Reports on the topic "Bilingual immersion"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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Abstract:
A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6856.

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Dibblee, Ivonne. Dual Immersion Leadership: A Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6274.

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