Gotowa bibliografia na temat „English language immersion”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „English language immersion”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "English language immersion"
Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students". Harvard Educational Review 67, nr 3 (1.09.1997): 391–430. http://dx.doi.org/10.17763/haer.67.3.n5q175qp86120948.
Pełny tekst źródłaJulian, Ashley, i Ida Denny. "Kina’muanej Knjanjiji’naq mut ntakotmnew tli’lnu’ltik (In the Foreign Language, Let us Teach our Children not to be Ashamed of Being Mi’kmaq)". in education 22, nr 1 (13.06.2016): 148–60. http://dx.doi.org/10.37119/ojs2016.v22i1.262.
Pełny tekst źródłaNí Chlochasaigh, Karen, Gerry Shiel i Pádraig Ó Duibhir. "Immersion in a minority language". Issues and Perspectives on Student Diversity and Content-Based Language Education 9, nr 2 (6.05.2021): 279–309. http://dx.doi.org/10.1075/jicb.21003.nic.
Pełny tekst źródłaLockwood, Jane. "THE ENGLISH IMMERSION PROGRAM: MEASURING THE COMMUNICATION OUTCOMES". Indonesian EFL Journal 1, nr 1 (12.09.2017): 98. http://dx.doi.org/10.25134/ieflj.v1i1.619.
Pełny tekst źródłaMarsh, Herbert, Kit-Tai Hau i Chit-Kwong Kong. "Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects". Harvard Educational Review 70, nr 3 (1.09.2000): 302–47. http://dx.doi.org/10.17763/haer.70.3.gm047588386655k5.
Pełny tekst źródłaMa'ruf, Haris, i Huyi Intan Sari. "Teachers’ perspectives toward the implementation of bilingual immersion program in Indonesian private schools". EduLite: Journal of English Education, Literature and Culture 5, nr 1 (29.02.2020): 118. http://dx.doi.org/10.30659/e.5.1.118-125.
Pełny tekst źródłaHipfner-Boucher, Kathleen, Katie Lam i Becky Xi Chen. "The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children". Written Language and Literacy 17, nr 1 (11.04.2014): 116–38. http://dx.doi.org/10.1075/wll.17.1.06hip.
Pełny tekst źródłaSupriyono, Yusup, Yuyus Saputra i Nita Sari Narulita Dewi. "English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness". JEELS (Journal of English Education and Linguistics Studies) 7, nr 1 (26.05.2022): 137–60. http://dx.doi.org/10.30762/jeels.v7i1.209.
Pełny tekst źródłaSupriyono, Yusup, Yuyus Saputra i Nita Sari Narulita Dewi. "ENGLISH IMMERSION PROGRAM IN EFL SETTING: A MODIFIED MODEL, IMPLEMENTATION, AND EFFECTIVENESS". JEELS (Journal of English Education and Linguistics Studies) 7, nr 1 (26.04.2020): 137–60. http://dx.doi.org/10.30762/jeels.v7i1.1767.
Pełny tekst źródłaBurchell, Diana, Kathleen Hipfner-Boucher, Janani Selvachandran, Patricia Cleave i Xi Chen. "Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?" Canadian Journal of Applied Linguistics 23, nr 2 (16.10.2020): 118–40. http://dx.doi.org/10.37213/cjal.2020.30461.
Pełny tekst źródłaRozprawy doktorskie na temat "English language immersion"
Bridges, Susan Margaret, i n/a. "English Language Immersion: Theorising from Stakeholders' Accounts". Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060322.144245.
Pełny tekst źródłaBridges, Susan Margaret. "English Language Immersion: Theorising from Stakeholders' Accounts". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.
Pełny tekst źródłaThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
Reed, Julian. "Promoting collaborative dialogue in the immersion classroom". Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.
Pełny tekst źródłaDavies, Susan. "English language skills of minority language children in a French Immersion program". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.
Pełny tekst źródłaMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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.
Pełny tekst źródłaSeventeen 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.
Golstein, Alice. "English-speaking Three-year-olds in a Spanish Language Immersion Program". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.
Pełny tekst źródłaBallinger, Susan. "Oral language use in dual immersion classrooms". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.
Pełny tekst źródłaAndrews, Donna Bosworth. "The acquisition of Spanish gender by English-speaking children in partial immersion setting /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8421.
Pełny tekst źródłaBacon, Chris K. "Monolingual Language Ideologies: Rethinking Equity and Language Policy in Sheltered English Immersion (SEI) Teacher Education". Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108401.
Pełny tekst źródłaWith U.S. classrooms increasingly characterized by linguistic diversity, teacher education has come under heightened scrutiny to respond to these realities. Recent shifts in Massachusetts language policy provide an informative example. Federal oversight prompted the state to implement an ambitious initiative requiring teachers to earn an endorsement in Sheltered English Immersion (SEI). The rollout of this initiative coincided with the final years of the state’s English-only education mandate, and the SEI endorsement remains a requirement for teachers today. As a growing body of research highlights the ideological dynamics of language policy, particularly in English-only educational contexts, this dissertation has two overlapping goals: (1) To develop a theoretical framework for the study of monolingual language ideologies in relation to policy interpretation and (2) to apply this framework within a critical policy analysis of the Massachusetts SEI endorsement initiative. This dissertation consists of three papers. Paper 1 puts forth a theoretical framework for studying monolingual language ideologies. Through a historical analysis of U.S. language policies and previous research on language ideologies, this paper demonstrates how dynamics of race and racism overlap with language policy and teacher education in U.S. contexts. Paper 2 is an empirical study of SEI instructors’ roles as policy interpreters within the SEI endorsement initiative. This study documents how 33 SEI course instructors interpreted the SEI endorsement course in ways that reinforced or augmented the state’s design. Paper 3 highlights these instructors’ discourses around the topics of language policy and race. Drawing on poststructural policy analysis, this paper explores the varying degrees to which participants addressed these topics in relation to the course’s emphasis on language pedagogies. Together, these papers offer a framework for the study of language ideologies with implications for language policy, policy interpretation, and teacher education in multilingual contexts
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Lopez, Francesca. "Educational Policy and Scholastic Competence Among English Language Learners". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.
Pełny tekst źródłaKsiążki na temat "English language immersion"
Clarke, Anne Burrows. French immersion language arts guideline: Primary. [Willowdale, Ont.]: Metropolitan Toronto School Board, 1986.
Znajdź pełny tekst źródłaBabin, Carrolle. Périscope 2: Immersion. Mont-Royal, Québec: Modulo, 1991.
Znajdź pełny tekst źródłaNeil, Peter Sydney. Native English speakers immersed in another language - a review of the literature. Belfast: [Department of Education, 2000.
Znajdź pełny tekst źródłaSnow, Marguerite Ann. Innovative second language education: Bilingual immersion programs. [Los Angeles, Calif.]: Center for Language Education and Research, University of California, Los Angeles, 1986.
Znajdź pełny tekst źródłaAssociation, Canadian Education. French immersion today. Toronto: Canadian Educational Association, 1992.
Znajdź pełny tekst źródłaParkin, M. Middle immersion study 1988. Ottawa: Research Centre, Ottawa Board of Education, 1989.
Znajdź pełny tekst źródłaGingras, Marguerite L. Périscope 3: Immersion. Mont-Royal, Québec: Modulo, 1992.
Znajdź pełny tekst źródłaEducation, Alberta Alberta. Language learning in French immersion classrooms in the transition year: Information for language learning teachers. [Edmonton, Alta.]: Alberta Education, 1992.
Znajdź pełny tekst źródłaEducation, Carleton Board of. Immersion/regular program study: Research and development. Nepean: The Board, 1989.
Znajdź pełny tekst źródłaOntario Secondary School Teachers' Federation. Report on French immersion. Toronto, Ont: OSSTF, 1985.
Znajdź pełny tekst źródłaCzęści książek na temat "English language immersion"
Qiang, Haiyan, Xiaodan Huang, Linda Siegel i Barbara Trube. "Chapter 9. English Immersion in Mainland China". W English Language Education Across Greater China, redaktor Anwei Feng, 169–88. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693518-011.
Pełny tekst źródłaLong, Michael H., i H. D. Adamson. "3. SLA Research and Arizona’s Structured English Immersion Policies". W Implementing Educational Language Policy in Arizona, redaktorzy M. Beatriz Arias i Christian Faltis, 38–54. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697462-006.
Pełny tekst źródłaMurri, Nancy J., Amy Markos i Alexandria Estrella-Silva. "8. Implementing Structured English Immersion in Teacher Preparation in Arizona". W Implementing Educational Language Policy in Arizona, redaktorzy M. Beatriz Arias i Christian Faltis, 140–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697462-011.
Pełny tekst źródłaYoung, Amy I., i Diane J. Tedick. "5. Collaborative dialogue in a two-way Spanish/English immersion classroom". W Peer Interaction and Second Language Learning, 135–60. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/lllt.45.06you.
Pełny tekst źródłaManterola, Ibon. "7. A Study of Recipes Written by Basque L2 Immersion Students: Any Evidence for Language Revitalization?" W L2 Writing Beyond English, redaktorzy Nur Yiitolu i Melinda Reichelt, 117–34. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923132-010.
Pełny tekst źródłaKrashen, Stephen, Jeff MacSwan i Kellie Rolstad. "6. Review of ‘Research Summary and Bibliography for Structured English Immersion Programs’ of the Arizona English Language Learners Task Force". W Implementing Educational Language Policy in Arizona, redaktorzy M. Beatriz Arias i Christian Faltis, 106–17. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697462-009.
Pełny tekst źródłaSpezzini, Susan. "English Immersion in Paraguay: Individual and Sociocultural Dimensions of Language Learning and Use". W Bilingual Education in South America, 79–98. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598203-007.
Pełny tekst źródłaCombs, Mary Carol. "4. Everything on Its Head: How Arizona’s Structured English Immersion Policy Re-invents Theory and Practice". W Implementing Educational Language Policy in Arizona, redaktorzy M. Beatriz Arias i Christian Faltis, 58–84. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697462-007.
Pełny tekst źródłaFaltis, Christian, i M. Beatriz Arias. "2. Research-based Reform in Arizona: Whose Evidence Counts for Applying the Castañeda Test to Structured English Immersion Models?" W Implementing Educational Language Policy in Arizona, redaktorzy M. Beatriz Arias i Christian Faltis, 20–37. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697462-005.
Pełny tekst źródła"Appendix B: Kindergarten vs. Immersion English Parent Surveys". W Young Children’s Foreign Language Anxiety, 141–49. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800411616-040.
Pełny tekst źródłaStreszczenia konferencji na temat "English language immersion"
Chu, Edward Y. W. "Against the Odds – A Hong Kong Primary One English Immersion Class". W The European Conference on Language Learning 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2188-112x.2022.16.
Pełny tekst źródłaHarahap, Nursaima, Siti Meutia Sari, Yulia Rizki Ramadhani, Rizka Safriyani i Rosni Harahap. "Using Rosetta Stone Media Through the Dynamic Immersion Method to Improve Vocabulary Mastery for Junior High School Students". W International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.019.
Pełny tekst źródłaBlock, Nicholas. "Comparing Attitudes of First-Grade Dual Language Immersion Versus Mainstream English Students". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431424.
Pełny tekst źródłaKellerova, Nina, i Eva Reid. "Teaching English Via Literature in the Digital Age". W Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.459k.
Pełny tekst źródłaBurns, Meg. "Examining English Language Development Instruction in the Primary Grades in an 80/20 Spanish-Immersion Two-Way Program". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436420.
Pełny tekst źródłaJunior, Robson Araujo, i Alec Bodzin. "Work-in-Progress—Immersive Virtual Reality Design Considerations to Promote Learning for English Language Learners". W 2020 6th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2020. http://dx.doi.org/10.23919/ilrn47897.2020.9155141.
Pełny tekst źródłaLiu, Xiangyi, Pu Meng, Yuxing Xie i Hanyun Yu. "An Analysis of Multi-modal Reading Class for Elementary English Language Learners under Immersive Language Environment---Take American Classes as an Example". W 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.147.
Pełny tekst źródłaRaporty organizacyjne na temat "English language immersion"
Golstein, Alice. English-speaking Three-year-olds in a Spanish Language Immersion Program. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6737.
Pełny tekst źródłaHernández, Ana, Magaly Lavadenz i JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.
Pełny tekst źródłaSymonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha i Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3759.
Pełny tekst źródłaMerzlykin, Olexandr V., Iryna Yu Topolova i Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], listopad 2018. http://dx.doi.org/10.31812/123456789/2661.
Pełny tekst źródła