Bibliographies thématiques / Bilingual immersion

Sommaire

Articles de revues
Thèses
Livres
Chapitres de livres
Actes de conférences
Rapports d'organisations

Littérature scientifique sur le sujet « Bilingual immersion »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 10 mars 2023

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres

Choisissez une source :

Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Bilingual immersion ».

À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.

Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.

Articles de revues sur le sujet "Bilingual immersion"

CALDAS, STEPHEN J., et SUZANNE CARON-CALDAS. « The influence of family, school, and community on bilingual preference : Results from a Louisiana/Québec case study ». Applied Psycholinguistics 21, n^o 3 (septembre 2000) : 365–81. http://dx.doi.org/10.1017/s0142716400003040.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Costa, Francesca, et Maria Teresa Guasti. « Is Bilingual Education Sustainable ? » Sustainability 13, n^o 24 (13 décembre 2021) : 13766. http://dx.doi.org/10.3390/su132413766.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

DELUCA, VINCENT, JASON ROTHMAN et CHRISTOS PLIATSIKAS. « Linguistic immersion and structural effects on the bilingual brain : a longitudinal study ». Bilingualism : Language and Cognition 22, n^o 5 (24 juillet 2018) : 1160–75. http://dx.doi.org/10.1017/s1366728918000883.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Collier, Virginia P. « The Canadian Bilingual Immersion Debate ». Studies in Second Language Acquisition 14, n^o 1 (mars 1992) : 87–97. http://dx.doi.org/10.1017/s0272263100010482.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

OLLER, D. KIMBROUGH, BARBARA Z. PEARSON et ALAN B. COBO-LEWIS. « Profile effects in early bilingual language and literacy ». Applied Psycholinguistics 28, n^o 2 (1 mars 2007) : 191–230. http://dx.doi.org/10.1017/s0142716407070117.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Cummins, Jim. « Rethinking pedagogical assumptions in Canadian French immersion programs ». Journal of Immersion and Content-Based Language Education 2, n^o 1 (7 mars 2014) : 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

HEIDLMAYR, KARIN, SYLVAIN MOUTIER, BARBARA HEMFORTH, CYRIL COURTIN†, ROBERT TANZMEISTER et 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, n^o 3 (29 novembre 2013) : 630–45. http://dx.doi.org/10.1017/s1366728913000539.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Alsulami, Sumayyah Qaed. « Partial Immersion Program for Saudi Bilinguals ». English Language Teaching 10, n^o 2 (21 janvier 2017) : 150. http://dx.doi.org/10.5539/elt.v10n2p150.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Pawley, Catherine. « How Bilingual Are French Immersion Students ? » Canadian Modern Language Review 41, n^o 5 (avril 1985) : 865–76. http://dx.doi.org/10.3138/cmlr.41.5.865.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

CODERRE, EMILY L., WALTER J. B. VAN HEUVEN et KATHY CONKLIN. « The timing and magnitude of Stroop interference and facilitation in monolinguals and bilinguals ». Bilingualism : Language and Cognition 16, n^o 2 (20 novembre 2012) : 420–41. http://dx.doi.org/10.1017/s1366728912000405.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Thèses sur le sujet "Bilingual immersion"

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

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/.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Texte intégral

Résumé :

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

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Livres sur le sujet "Bilingual immersion"

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Plus de sources

Chapitres de livres sur le sujet "Bilingual immersion"

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Actes de conférences sur le sujet "Bilingual immersion"

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

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

Qingyun, Shou, Gao Jun, Li Maode et Xu Chengye. « A study on immersion bilingual teaching of refrigeration and air conditioning course ». Dans 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295453.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Liu, Xiuling. « Major Problems and Implementation Strategies of Early Immersion Bilingual Teaching of Children English ». Dans 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.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Résumé :

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!”.

Styles APA, Harvard, Vancouver, ISO, etc.

Hamman-Ortiz, Laura. « Becoming Bilingual in Two-Way Immersion : Patterns of Investment in a Second-Grade Classroom ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1577001.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Chen, Xueyan, et Ling Gong. « Practical Research on Progressive Immersion Bilingual Teaching Mode in Nursing Major of Sino-foreign Cooperative Education ». Dans 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.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Chen, Xueyan, et Jihong Wang. « Discussion on the Implementation of Immersion Bilingual Teaching in the Context of Sino-Foreign Cooperation in Running Schools ». Dans 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.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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 ». Dans 2022 AERA Annual Meeting. Washington DC : AERA, 2022. http://dx.doi.org/10.3102/1880260.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Rapports d'organisations sur le sujet "Bilingual immersion"

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

Texte intégral

Résumé :

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.

Styles APA, Harvard, Vancouver, ISO, etc.

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, janvier 2000. http://dx.doi.org/10.15760/etd.6856.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

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

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

Nous offrons des réductions sur tous les plans premium pour les auteurs dont les œuvres sont incluses dans des sélections littéraires thématiques. Contactez-nous pour obtenir un code promo unique!