American Councils for International Education - Why the Dual Language Immersion Approach Will Change Achievement in American Public Schools
Center for Applied Linguistics - Dual Language Education: Answers to Questions From the Field (PDF)
Center for Applied Linguistics - Curated study briefs on Dual Language Immersion research
Public School Review - Full Language Immersion Programs in Public Schools
Education Week - Is Language Immersion Right for My Child?
Education.com - Is a Language Immersion Program Right for Your Child?
Bilingual Learning - Informative website with videos and resources
University of Minnesota - Center for Advanced Research on Language Acquisition - What the Research Says About Immersion
NPR - 6 Potential Brain Benefits Of Bilingual Education
Salt Lake Tribune - Top 5 Reasons Why You Should Consider Dual Immersion for Your Child
Salt Lake Tribune - As Utah's first dual-immersion students are prepping for college, so is their language program. Utah program's first group of students is poised to attain college credit through Advanced Placement exams.
Mannly Mama Blog - 4 Things I’ve Learned from Spanish Immersion Kindergarten
Center for Applied Linguistics - Dual Language Education: Answers to Questions From the Field (PDF)
Center for Applied Linguistics - Curated study briefs on Dual Language Immersion research
Public School Review - Full Language Immersion Programs in Public Schools
Education Week - Is Language Immersion Right for My Child?
Education.com - Is a Language Immersion Program Right for Your Child?
Bilingual Learning - Informative website with videos and resources
University of Minnesota - Center for Advanced Research on Language Acquisition - What the Research Says About Immersion
NPR - 6 Potential Brain Benefits Of Bilingual Education
Salt Lake Tribune - Top 5 Reasons Why You Should Consider Dual Immersion for Your Child
Salt Lake Tribune - As Utah's first dual-immersion students are prepping for college, so is their language program. Utah program's first group of students is poised to attain college credit through Advanced Placement exams.
Mannly Mama Blog - 4 Things I’ve Learned from Spanish Immersion Kindergarten
Additional References
Bamford, K., & Mizokawa, D. (1991). Additive-bilingual (immersion) education: Cognitive and language development. Language Learning, 41(3), 413-429.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press.
Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Language and Cognition, 12(1), 3-11.
Bournot-Trites, M., & Denizot, I. (2005, January). Conscience phonologique en immersion française au Canada. Paper presented at the 1er Colloque International de Dediactique Cognitive, Toulouse, France.
Bruck, M. (1982). Language impaired children's performance in an additive bilingual education program. Applied Psycholinguistics, 3, 45-60.
Bruck, M., Tucker, G. R., & Jakimik, J. (1975). Are French immersion programs suitable for working class children? Word, 27, 311-341.
Caldas, S., & Boudreaux, N. (1999). Poverty, race, and foreign language immersion: Predictors of math and English language arts performance. Learning Languages, 5(1), 4-15.
Calderón, M., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs. Thousand Oaks, CA: Corwin Press, Inc.
Campbell, R. N., Gray, T. C., Rhodes, N. C., & Snow, M. A. (1985). Foreign language learning in the elementary schools: A comparison of three language programs. The Modern Language Journal, 69, 44–54.
Carrigo, D. (2000). Just how much English are they using? Teacher and student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes. Unpublished doctoral dissertation, Harvard University, Massachusetts.
Cenoz, J., & Genesee, F. (1998). Psycholinguistic perspectives on multilingualism and multilingual education. In J. Cenoz and F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 16-32). Clevedon, UK: Multilingual Matters.
Cenoz, J. & Valencia, J. F. (1994) Additive trilingualism: Evidence from the Basque Country. Applied Psycholinguistics 15, 195-207.
Christian, D. (2011). Dual language education. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning, Volume II, pp. 3-20. New York: Routledge.
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: California State University, Evaluation, Dissemination, and Assessment Center.
Curtain, H., & Dahlberg, C.A. (2010). Languages and children: Making the match, 4th Edition. Boston, MA: Pearson Education, Inc.
Education, Audiovisual and Culture Executive Agency. (2009). Study on the contribution of multilingualism to creativity. Brussels: Author. Retrieved June 10, 2011, from http://ec.europa.eu/education/languages/news/news3653_en.htm
Erdos, C., Genesee, F., Savage, R. and Haigh, C. (2010). Individual differences in second language reading outcomes. International Journal of Bilingualism, 15(1), 3-25. doi:10.1177/1367006910371022.
Fantino, A. (2003). Becoming bilingual. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) conference in Philadelphia, PA.
Fixman, C. S. (1990). The foreign language needs of U.S.–based corporations. In R. D. Lambert & S. J. Moore (Eds.), Foreign language in the workplace: Special issue of the Annals of the American Academy of Political and Social Sciences (pp. 25-46). Newbury Park, CA: Sage Publications.
Forrest, L.B. (2007, November). K-12 foreign language program models: Comparing learning outcomes. Paper presented at the American Council on the Teaching of Foreign Languages(ACTFL) conference in San Antonio, TX.
Forrest, L. B. (2011, November). Comparing program models and student proficiency outcomes. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) conference in Denver, CO.
Fortune, T. (2001). Understanding students' oral language use as a mediator of social interaction. Unpublished doctoral dissertation. Minneapolis, MN: University of Minnesota.
Fortune, T. with M. R. Menke. (2010). Struggling learners & language immersion education: Research-based, practitioner-informed responses to educators' top questions (CARLA Publication Series). Minneapolis: University of Minnesota, The Center for Advanced Research on Language Acquisition.
Fortune, T., Tedick, D., & Walker, C. (2008). Integrated language and content teaching: Insights from the language immersion classroom. In T. Fortune, D. Tedick (Eds.), Pathways to Multilingualism: Evolving perspectives on immersion education (pp. 71-96). Clevedon, England: Multilingual Matters, Ltd.
Fry, R. (2010). Hispanics, high school dropouts and the GED. Retrieved from the Pew Hispanic Center website: http://pewhispanic.org/files/reports/122.pdf
García, O., & Otheguy, R. (1994). The value of speaking a LOTE [Language Other Than English] in U.S. Business. Annals of the American Academy of Political and Social Science, 532, 99-122.
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.
Genesee, F. (2004). What do we know about bilingual education for majority language students? In T.K. Bhatia & W. Ritchie (Eds.), Handbook of bilingualism and multiculturalism (pp. 547-576). Malden, MA: Blackwell.
Genesee, F. (2007). French immersion and at-risk students: A review of research evidence. The Canadian Modern Language Review, 63(5), 655-688.
Genesee, F. (2008). Dual language in the global village. In T.W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 22-45). Clevedon, England: Multilingual Matters, Ltd.
Genesee, F., & Jared, D. (2008). Literacy development in early French immersion programs. Canadian Psychology, 49, 140-147.
Genesee, F., Paradis, J., & Crago, M. (2004). Schooling in a second language. In F. Genesee, J. Paradis, & M. Crago (Eds.), Dual language development and disorders: A handbook on bilingualism and second language learning (pp. 155-189). Baltimore, MD: Brookes Publishing Co.
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530-542.
Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books.
Hall Haley, M., & Ferro, M. S. (2011). Understanding the perceptions of Arabic and Chinese teachers toward transitioning into U.S. schools. Foreign Language Annals, 44(2), 289-307.
Halliwell, J. (1999). Language and trade. In A. Breton (Ed.), Exploring the economics of language. Ottawa, Ontario: Department of Cultural Heritage.
Harley, B., Hart, D., & Lapkin, S. (1986). The effects of early bilingual schooling on first language skills. Applied Psycholinguistics, 7, 295-322.
Holobow, N. E., Genesee, F., & Lambert, W. E. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179-198.
Howard, E. R., & Loeb, M. I. (1998, December). In their own words: Two-way immersion teachers talk about their professional experiences. ERIC Digest. Retrieved from the Center for Applied Linguistics website: http://www.cal.org/resources/Digest/intheirownwords.html
Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. Washington, DC: Center for Applied Linguistics.
Jackson, F., & Malone, M. (2009). Building the foreign language capacity we need: Toward a comprehensive strategy for a national language framework. Retrieved from the Center for Applied Linguistics website: http://www.cal.org/resources/languageframework.pdf
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers' and language-trained teachers' pedagogies? The Canadian Modern Language Review, 66(2), 233–267.
Kovelman, I., Baker, S., & Petitto, L. A. (2008). Age of bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203-223.
Krueger, D. R. (2001). Foreign language immersion in an urban setting: Effects of immersion on students of yesterday and today. Unpublished doctoral dissertation. Milwaukee, WI: University of Wisconsin- Milwaukee.
LaVan, C. (2001, February). Help! They're using too much English! ACIE Newsletter 4(2), Bridge Insert, pp. 1-4.
Lazaruk, W. (2007). Linguistic, academic, and cognitive benefits of French immersion. The Canadian Modern Language Review, 63(5), 605-628.
Leong, C. K., Hau, K. T., Cheng, P. W., & Tan, L. H. (2005). Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling English words by Chinese students. Journal of Educational Psychology, 97, 591–600.
Lindholm-Leary, K. (2001). Dual language education. Clevedon, England: Multilingual Matters Ltd.
Lindholm-Leary, K. (2011). Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. In D. J. Tedick, D. Christian, & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 81-103). Clevedon, England: Multilingual Matters, Ltd.
Lindholm-Leary, K., & Howard, E. (2008). Language development and academic achievement in two-way immersion programs. In T.W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 177-200). Clevedon, England: Multilingual Matters, Ltd.
Lindholm-Leary, K. & Genesee, F. (2010). Alternative educational programs for English language learners. In California Department of Education (Eds.), Improving Education for English Learners: Research-Based Approaches (pp. 323–382). Sacramento: CDE Press.
Lindholm-Leary, K., & Hernandez, A. (2011). Achievement and language proficiency of Latino students in dual language programmes: Native English speakers, fluent English/previous ELLs, and current ELLs, Journal of Multilingual and Multicultural Development, DOI:10.1080/01434632.2011.611596
Lyster, R. (1987). Speaking immersion. The Canadian Modern Language Review, 43(4), 701–717.
Mann, A., Brassell, M., & Bevan, D. (2011). The economic case for language learning and the role of employer engagement. Retrieved from the Education and Employers Taskforce website: http://www.educationandemployers.org/media/14563/ll_report_1__for_website.pdf
Menke, M. R. (2010). The Spanish vowel productions of native English-speaking students in Spanish immersion programs. Unpublished doctoral dissertation. University of Minnesota, Minneapolis, MN.
Met, M. (2002). Elementary school immersion in less commonly taught languages. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 139-160). Philadelphia: John Benjamins Publishing Co.
Met, M., & Lorenz, E. (1997). Lessons from U.S. immersion programs: Two decades of experience. In R. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 243-264). Cambridge, UK: Cambridge University Press.
Myers, M. (2009). Achievement of children identified with special needs in two-way Spanish immersion programs. Unpublished doctoral dissertation. The George Washington University: Washington, D.C.
Mougeon, R., Nadaski, T., & Rehner, K. (2010). The sociolinguistic competence of immersion students. Clevedon, England: Multilingual Matters, Ltd.
Passel, J., & Cohn, D’V. (2008). U.S. Population projections: 2005-2050. Retrieved from the Pew Hispanic Center website: http://www.pewhispanic.org/2008/02/11/us-population-projections-2005-2050/
Patterson, M., Hakam, K., & Bacon, M. (2011, April 16). Continuous innovation: Making K-12 Mandarin immersion work. Presentation at the National Chinese language Conference, San Francisco, CA.
Pawley, C. (1985). How bilingual are French immersion students? The Canadian Modern Language Review, 41, 865–876.
Peal, E., & Lambert, W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs: General and Applied, 76(27), 22-23.
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1), 75-101.
Ramirez, M., Perez, M., Valdez, G., & Hall, B. (2009). Assessing the long-term effects of an experimental bilingual-multicultural programme: Implications for drop-out prevention, multicultural development and immigration policy. International Journal of Bilingual Education and Bilingualism, 12(1), 47-59.
Rolstad, K. (1997). Effects of two-way immersion on the ethnic identification of third language students: An exploratory study. Bilingual Research Journal, 21(1), 43-63.
Salamone, A. (1992). Student-teacher interactions in selected French immersion classrooms. In E. Bernhardt (Ed.), Life in language immersion classrooms (pp. 97-109). Philadelphia: Multilingual Matters.
Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23-44.
Slaughter, H. (1997). Indigenous language immersion in Hawai'i: A case study of Kula Kaiapuni Hawai'i, and effort to save the indigenous language Hawai'i. In R. K. Johnson, & M. Swain (Eds.), Immersion education: International perspectives (pp. 105-129). Cambridge: Cambridge University Press.
Snow, M. A. (1990). Instructional methodology in immersion foreign language education. In Padilla, A., Fairchild, H., & Valadez, V. (Eds.), Foreign language education: Issues and strategies. Newbury Park, CA: Sage.
Spilka, I. (1976). Assessment of second language performance in immersion programs. The Canadian Modern Language Review, 32(5), 543-561.
Swain, M., & Barik, H. C. (1976). A large scale program in French immersion: The Ottawa study through grade three. ITL: A Review of Applied Linguistics, 33, 1-25.
Swain, M., Lapkin, S., Rowen, N., & Hart, D. (1990). The role of mother tongue literacy in third language learning. Language, Culture, and Curriculum, 3(1), 65–81.
Tarone, E., & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 79, 166–178.
Tedick, D. J., Christian, D., & Fortune, T. W. (2011). Immersion education: Practices, policies and possibilities. Clevedon, England: Multilingual Matters, Ltd.
Thomas, W., & Collier, V. (1997). School effectiveness for minority language students. Retrieved from the National Clearinghouse for Bilingual Education website: http://www.ncela.gwu.edu/files/rcd/BE020890/School_effectiveness_for_langu.pdf
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for minority language students' long term academic achievement. Retrieved from the Center for Research on Education, Diversity, and Excellence website: http://crede.berkeley.edu/research/llaa/1.1_final.html
Turnbull, M., Lapkin, S., & Hart, D. (2001). Grade 3 immersion students' performance in literacy and mathematics: Province-wide results from Ontario (1998-99). The Canadian Modern Language Review, 58 (1), 9-26.
Walker, C.L., & Tedick, D.J. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal, 84 (1), 5-27.
Wang, M., Perfetti, C.A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97, 67-88.
Bamford, K., & Mizokawa, D. (1991). Additive-bilingual (immersion) education: Cognitive and language development. Language Learning, 41(3), 413-429.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press.
Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Language and Cognition, 12(1), 3-11.
Bournot-Trites, M., & Denizot, I. (2005, January). Conscience phonologique en immersion française au Canada. Paper presented at the 1er Colloque International de Dediactique Cognitive, Toulouse, France.
Bruck, M. (1982). Language impaired children's performance in an additive bilingual education program. Applied Psycholinguistics, 3, 45-60.
Bruck, M., Tucker, G. R., & Jakimik, J. (1975). Are French immersion programs suitable for working class children? Word, 27, 311-341.
Caldas, S., & Boudreaux, N. (1999). Poverty, race, and foreign language immersion: Predictors of math and English language arts performance. Learning Languages, 5(1), 4-15.
Calderón, M., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs. Thousand Oaks, CA: Corwin Press, Inc.
Campbell, R. N., Gray, T. C., Rhodes, N. C., & Snow, M. A. (1985). Foreign language learning in the elementary schools: A comparison of three language programs. The Modern Language Journal, 69, 44–54.
Carrigo, D. (2000). Just how much English are they using? Teacher and student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes. Unpublished doctoral dissertation, Harvard University, Massachusetts.
Cenoz, J., & Genesee, F. (1998). Psycholinguistic perspectives on multilingualism and multilingual education. In J. Cenoz and F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 16-32). Clevedon, UK: Multilingual Matters.
Cenoz, J. & Valencia, J. F. (1994) Additive trilingualism: Evidence from the Basque Country. Applied Psycholinguistics 15, 195-207.
Christian, D. (2011). Dual language education. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning, Volume II, pp. 3-20. New York: Routledge.
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: California State University, Evaluation, Dissemination, and Assessment Center.
Curtain, H., & Dahlberg, C.A. (2010). Languages and children: Making the match, 4th Edition. Boston, MA: Pearson Education, Inc.
Education, Audiovisual and Culture Executive Agency. (2009). Study on the contribution of multilingualism to creativity. Brussels: Author. Retrieved June 10, 2011, from http://ec.europa.eu/education/languages/news/news3653_en.htm
Erdos, C., Genesee, F., Savage, R. and Haigh, C. (2010). Individual differences in second language reading outcomes. International Journal of Bilingualism, 15(1), 3-25. doi:10.1177/1367006910371022.
Fantino, A. (2003). Becoming bilingual. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) conference in Philadelphia, PA.
Fixman, C. S. (1990). The foreign language needs of U.S.–based corporations. In R. D. Lambert & S. J. Moore (Eds.), Foreign language in the workplace: Special issue of the Annals of the American Academy of Political and Social Sciences (pp. 25-46). Newbury Park, CA: Sage Publications.
Forrest, L.B. (2007, November). K-12 foreign language program models: Comparing learning outcomes. Paper presented at the American Council on the Teaching of Foreign Languages(ACTFL) conference in San Antonio, TX.
Forrest, L. B. (2011, November). Comparing program models and student proficiency outcomes. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) conference in Denver, CO.
Fortune, T. (2001). Understanding students' oral language use as a mediator of social interaction. Unpublished doctoral dissertation. Minneapolis, MN: University of Minnesota.
Fortune, T. with M. R. Menke. (2010). Struggling learners & language immersion education: Research-based, practitioner-informed responses to educators' top questions (CARLA Publication Series). Minneapolis: University of Minnesota, The Center for Advanced Research on Language Acquisition.
Fortune, T., Tedick, D., & Walker, C. (2008). Integrated language and content teaching: Insights from the language immersion classroom. In T. Fortune, D. Tedick (Eds.), Pathways to Multilingualism: Evolving perspectives on immersion education (pp. 71-96). Clevedon, England: Multilingual Matters, Ltd.
Fry, R. (2010). Hispanics, high school dropouts and the GED. Retrieved from the Pew Hispanic Center website: http://pewhispanic.org/files/reports/122.pdf
García, O., & Otheguy, R. (1994). The value of speaking a LOTE [Language Other Than English] in U.S. Business. Annals of the American Academy of Political and Social Science, 532, 99-122.
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.
Genesee, F. (2004). What do we know about bilingual education for majority language students? In T.K. Bhatia & W. Ritchie (Eds.), Handbook of bilingualism and multiculturalism (pp. 547-576). Malden, MA: Blackwell.
Genesee, F. (2007). French immersion and at-risk students: A review of research evidence. The Canadian Modern Language Review, 63(5), 655-688.
Genesee, F. (2008). Dual language in the global village. In T.W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 22-45). Clevedon, England: Multilingual Matters, Ltd.
Genesee, F., & Jared, D. (2008). Literacy development in early French immersion programs. Canadian Psychology, 49, 140-147.
Genesee, F., Paradis, J., & Crago, M. (2004). Schooling in a second language. In F. Genesee, J. Paradis, & M. Crago (Eds.), Dual language development and disorders: A handbook on bilingualism and second language learning (pp. 155-189). Baltimore, MD: Brookes Publishing Co.
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530-542.
Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books.
Hall Haley, M., & Ferro, M. S. (2011). Understanding the perceptions of Arabic and Chinese teachers toward transitioning into U.S. schools. Foreign Language Annals, 44(2), 289-307.
Halliwell, J. (1999). Language and trade. In A. Breton (Ed.), Exploring the economics of language. Ottawa, Ontario: Department of Cultural Heritage.
Harley, B., Hart, D., & Lapkin, S. (1986). The effects of early bilingual schooling on first language skills. Applied Psycholinguistics, 7, 295-322.
Holobow, N. E., Genesee, F., & Lambert, W. E. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179-198.
Howard, E. R., & Loeb, M. I. (1998, December). In their own words: Two-way immersion teachers talk about their professional experiences. ERIC Digest. Retrieved from the Center for Applied Linguistics website: http://www.cal.org/resources/Digest/intheirownwords.html
Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. Washington, DC: Center for Applied Linguistics.
Jackson, F., & Malone, M. (2009). Building the foreign language capacity we need: Toward a comprehensive strategy for a national language framework. Retrieved from the Center for Applied Linguistics website: http://www.cal.org/resources/languageframework.pdf
Kong, S. (2009). Content-based instruction: What can we learn from content-trained teachers' and language-trained teachers' pedagogies? The Canadian Modern Language Review, 66(2), 233–267.
Kovelman, I., Baker, S., & Petitto, L. A. (2008). Age of bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203-223.
Krueger, D. R. (2001). Foreign language immersion in an urban setting: Effects of immersion on students of yesterday and today. Unpublished doctoral dissertation. Milwaukee, WI: University of Wisconsin- Milwaukee.
LaVan, C. (2001, February). Help! They're using too much English! ACIE Newsletter 4(2), Bridge Insert, pp. 1-4.
Lazaruk, W. (2007). Linguistic, academic, and cognitive benefits of French immersion. The Canadian Modern Language Review, 63(5), 605-628.
Leong, C. K., Hau, K. T., Cheng, P. W., & Tan, L. H. (2005). Exploring two-wave reciprocal structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling English words by Chinese students. Journal of Educational Psychology, 97, 591–600.
Lindholm-Leary, K. (2001). Dual language education. Clevedon, England: Multilingual Matters Ltd.
Lindholm-Leary, K. (2011). Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. In D. J. Tedick, D. Christian, & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 81-103). Clevedon, England: Multilingual Matters, Ltd.
Lindholm-Leary, K., & Howard, E. (2008). Language development and academic achievement in two-way immersion programs. In T.W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 177-200). Clevedon, England: Multilingual Matters, Ltd.
Lindholm-Leary, K. & Genesee, F. (2010). Alternative educational programs for English language learners. In California Department of Education (Eds.), Improving Education for English Learners: Research-Based Approaches (pp. 323–382). Sacramento: CDE Press.
Lindholm-Leary, K., & Hernandez, A. (2011). Achievement and language proficiency of Latino students in dual language programmes: Native English speakers, fluent English/previous ELLs, and current ELLs, Journal of Multilingual and Multicultural Development, DOI:10.1080/01434632.2011.611596
Lyster, R. (1987). Speaking immersion. The Canadian Modern Language Review, 43(4), 701–717.
Mann, A., Brassell, M., & Bevan, D. (2011). The economic case for language learning and the role of employer engagement. Retrieved from the Education and Employers Taskforce website: http://www.educationandemployers.org/media/14563/ll_report_1__for_website.pdf
Menke, M. R. (2010). The Spanish vowel productions of native English-speaking students in Spanish immersion programs. Unpublished doctoral dissertation. University of Minnesota, Minneapolis, MN.
Met, M. (2002). Elementary school immersion in less commonly taught languages. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 139-160). Philadelphia: John Benjamins Publishing Co.
Met, M., & Lorenz, E. (1997). Lessons from U.S. immersion programs: Two decades of experience. In R. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 243-264). Cambridge, UK: Cambridge University Press.
Myers, M. (2009). Achievement of children identified with special needs in two-way Spanish immersion programs. Unpublished doctoral dissertation. The George Washington University: Washington, D.C.
Mougeon, R., Nadaski, T., & Rehner, K. (2010). The sociolinguistic competence of immersion students. Clevedon, England: Multilingual Matters, Ltd.
Passel, J., & Cohn, D’V. (2008). U.S. Population projections: 2005-2050. Retrieved from the Pew Hispanic Center website: http://www.pewhispanic.org/2008/02/11/us-population-projections-2005-2050/
Patterson, M., Hakam, K., & Bacon, M. (2011, April 16). Continuous innovation: Making K-12 Mandarin immersion work. Presentation at the National Chinese language Conference, San Francisco, CA.
Pawley, C. (1985). How bilingual are French immersion students? The Canadian Modern Language Review, 41, 865–876.
Peal, E., & Lambert, W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs: General and Applied, 76(27), 22-23.
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1), 75-101.
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