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You searched for subject:(Two Way Immersion). Showing records 1 – 30 of 30 total matches.

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University of Georgia

1. Giles, Dell Perry. “Unchartered" territory: an autoethnographic perspective on establishing Georgia's first public two-way immersion school.

Degree: PhD, Language Education, 2010, University of Georgia

 Spanish/English Two-Way Immersion Education (TWI) is a type of bilingual education in which Spanish-speaking and English-speaking students are taught together and both languages are used… (more)

Subjects/Keywords: two-way immersion

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APA (6th Edition):

Giles, D. P. (2010). “Unchartered" territory: an autoethnographic perspective on establishing Georgia's first public two-way immersion school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/giles_dell_p_201005_phd

Chicago Manual of Style (16th Edition):

Giles, Dell Perry. ““Unchartered" territory: an autoethnographic perspective on establishing Georgia's first public two-way immersion school.” 2010. Doctoral Dissertation, University of Georgia. Accessed May 21, 2019. http://purl.galileo.usg.edu/uga_etd/giles_dell_p_201005_phd.

MLA Handbook (7th Edition):

Giles, Dell Perry. ““Unchartered" territory: an autoethnographic perspective on establishing Georgia's first public two-way immersion school.” 2010. Web. 21 May 2019.

Vancouver:

Giles DP. “Unchartered" territory: an autoethnographic perspective on establishing Georgia's first public two-way immersion school. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 May 21]. Available from: http://purl.galileo.usg.edu/uga_etd/giles_dell_p_201005_phd.

Council of Science Editors:

Giles DP. “Unchartered" territory: an autoethnographic perspective on establishing Georgia's first public two-way immersion school. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/giles_dell_p_201005_phd


Texas A&M University

2. Boone, Sonia Kay. Successful African American students in two-way immersion programs: parent and student perceptions.

Degree: 2009, Texas A&M University

 The purpose of this study was to examine perceptions of possible factors that lead to academic success for African American children who participated in two-way(more)

Subjects/Keywords: Two-Way Immersion; African American Students

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APA (6th Edition):

Boone, S. K. (2009). Successful African American students in two-way immersion programs: parent and student perceptions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Thesis, Texas A&M University. Accessed May 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Web. 21 May 2019.

Vancouver:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

3. -7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

 This nine-month critical ethnography documented a TWI (two-way immersion) school and community in a rapidly gentrifying urban context in the southwest US in 2015-2016. This… (more)

Subjects/Keywords: Two-way immersion; Critical pedagogy; Neoliberalism

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APA (6th Edition):

-7472-9548. (2017). Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61911

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Thesis, University of Texas – Austin. Accessed May 21, 2019. http://hdl.handle.net/2152/61911.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-7472-9548. “Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic.” 2017. Web. 21 May 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 May 21]. Available from: http://hdl.handle.net/2152/61911.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-7472-9548. Two-way immersion, gentrification, and critical pedagogy : teaching against the neoliberal logic. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61911

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

4. Ross, Kristel. „Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz) : Communication strategies utilised by plurilingual pupils in the two-way immersion program Filière bilingue in Bienne (Switzerland) from kindergarten to the end of Year 2 of primary school.

Degree: Docteur es, Sciences du langage, 2017, Strasbourg; Pädagogische Hochschule (Karlsruhe, Allemagne)

Le projet Filière Bilingue (FiBi), qui a débuté à Bienne (Suisse) en août 2010, est un programme réciproque-immersif destiné aux élèves à partir de lʼécole… (more)

Subjects/Keywords: Immersion réciproque; Stratégies communicatives; Plurilinguisme; Two-way immersion; Communication strategies; Plurilingualism; 372.24; 372.6

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APA (6th Edition):

Ross, K. (2017). „Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz) : Communication strategies utilised by plurilingual pupils in the two-way immersion program Filière bilingue in Bienne (Switzerland) from kindergarten to the end of Year 2 of primary school. (Doctoral Dissertation). Strasbourg; Pädagogische Hochschule (Karlsruhe, Allemagne). Retrieved from http://www.theses.fr/2017STRAC019

Chicago Manual of Style (16th Edition):

Ross, Kristel. “„Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz) : Communication strategies utilised by plurilingual pupils in the two-way immersion program Filière bilingue in Bienne (Switzerland) from kindergarten to the end of Year 2 of primary school.” 2017. Doctoral Dissertation, Strasbourg; Pädagogische Hochschule (Karlsruhe, Allemagne). Accessed May 21, 2019. http://www.theses.fr/2017STRAC019.

MLA Handbook (7th Edition):

Ross, Kristel. “„Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz) : Communication strategies utilised by plurilingual pupils in the two-way immersion program Filière bilingue in Bienne (Switzerland) from kindergarten to the end of Year 2 of primary school.” 2017. Web. 21 May 2019.

Vancouver:

Ross K. „Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz) : Communication strategies utilised by plurilingual pupils in the two-way immersion program Filière bilingue in Bienne (Switzerland) from kindergarten to the end of Year 2 of primary school. [Internet] [Doctoral dissertation]. Strasbourg; Pädagogische Hochschule (Karlsruhe, Allemagne); 2017. [cited 2019 May 21]. Available from: http://www.theses.fr/2017STRAC019.

Council of Science Editors:

Ross K. „Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz) : Communication strategies utilised by plurilingual pupils in the two-way immersion program Filière bilingue in Bienne (Switzerland) from kindergarten to the end of Year 2 of primary school. [Doctoral Dissertation]. Strasbourg; Pädagogische Hochschule (Karlsruhe, Allemagne); 2017. Available from: http://www.theses.fr/2017STRAC019


University of Southern California

5. Hsieh, Jerry Yi-Cheng. The perceived effectiveness of dual language programs at the middle school level.

Degree: EdD, Education, 2009, University of Southern California

 Dual language, or two-way immersion (TWI) education has gained popularity in the United States over the past few decades. Although many scholars contend TWI programs… (more)

Subjects/Keywords: TWI; English-Chinese immersion programs; English-Cantonese immersion programs; English learners; dual language programs; two-way immersion programs; bilingual education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hsieh, J. Y. (2009). The perceived effectiveness of dual language programs at the middle school level. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060

Chicago Manual of Style (16th Edition):

Hsieh, Jerry Yi-Cheng. “The perceived effectiveness of dual language programs at the middle school level.” 2009. Doctoral Dissertation, University of Southern California. Accessed May 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060.

MLA Handbook (7th Edition):

Hsieh, Jerry Yi-Cheng. “The perceived effectiveness of dual language programs at the middle school level.” 2009. Web. 21 May 2019.

Vancouver:

Hsieh JY. The perceived effectiveness of dual language programs at the middle school level. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 May 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060.

Council of Science Editors:

Hsieh JY. The perceived effectiveness of dual language programs at the middle school level. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/525892/rec/7060


UCLA

6. Gleason, Tania Marie. Are Two-Way Immersion Programs Effective for English Language Learners?.

Degree: Statistics, 2014, UCLA

 There are two camps of thought on the early education of English Language Learners (ELLs) in the United States: i) They should be taught primarily… (more)

Subjects/Keywords: Statistics; Education policy; dual language; english language learners; english proficiency; structured english immersion; two sample t test; two way immersion

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APA (6th Edition):

Gleason, T. M. (2014). Are Two-Way Immersion Programs Effective for English Language Learners?. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/97n095nv

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gleason, Tania Marie. “Are Two-Way Immersion Programs Effective for English Language Learners?.” 2014. Thesis, UCLA. Accessed May 21, 2019. http://www.escholarship.org/uc/item/97n095nv.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gleason, Tania Marie. “Are Two-Way Immersion Programs Effective for English Language Learners?.” 2014. Web. 21 May 2019.

Vancouver:

Gleason TM. Are Two-Way Immersion Programs Effective for English Language Learners?. [Internet] [Thesis]. UCLA; 2014. [cited 2019 May 21]. Available from: http://www.escholarship.org/uc/item/97n095nv.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gleason TM. Are Two-Way Immersion Programs Effective for English Language Learners?. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/97n095nv

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

7. Meier, Gabriela Sylvia. Is two-way immersion education associated with social and intercultural benefits? A peace-linguistic examination of Staatliche Europa-Schule Berlin.

Degree: PhD, 2009, University of Exeter

 This thesis is situated in the field of applied linguistics, education and European Studies. The empirical part examines outcomes in a two-way immersion (TWI) education… (more)

Subjects/Keywords: 370.1; two-way immersion : peace-linguistics : Staatliche Europa-Schule Berlin : Germany : Intercultural skills : bilingual education

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APA (6th Edition):

Meier, G. S. (2009). Is two-way immersion education associated with social and intercultural benefits? A peace-linguistic examination of Staatliche Europa-Schule Berlin. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/83874

Chicago Manual of Style (16th Edition):

Meier, Gabriela Sylvia. “Is two-way immersion education associated with social and intercultural benefits? A peace-linguistic examination of Staatliche Europa-Schule Berlin.” 2009. Doctoral Dissertation, University of Exeter. Accessed May 21, 2019. http://hdl.handle.net/10036/83874.

MLA Handbook (7th Edition):

Meier, Gabriela Sylvia. “Is two-way immersion education associated with social and intercultural benefits? A peace-linguistic examination of Staatliche Europa-Schule Berlin.” 2009. Web. 21 May 2019.

Vancouver:

Meier GS. Is two-way immersion education associated with social and intercultural benefits? A peace-linguistic examination of Staatliche Europa-Schule Berlin. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 May 21]. Available from: http://hdl.handle.net/10036/83874.

Council of Science Editors:

Meier GS. Is two-way immersion education associated with social and intercultural benefits? A peace-linguistic examination of Staatliche Europa-Schule Berlin. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/83874


California State University – San Bernardino

8. McCray, Joanna Rachel. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.

Degree: MAin Education, Education, 2015, California State University – San Bernardino

  Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern… (more)

Subjects/Keywords: bilingual; biliteracy; English learners; standardized testing; dual immersion; two-way; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

McCray, J. R. (2015). BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McCray, Joanna Rachel. “BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.” 2015. Thesis, California State University – San Bernardino. Accessed May 21, 2019. http://scholarworks.lib.csusb.edu/etd/138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McCray, Joanna Rachel. “BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM.” 2015. Web. 21 May 2019.

Vancouver:

McCray JR. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. [Internet] [Thesis]. California State University – San Bernardino; 2015. [cited 2019 May 21]. Available from: http://scholarworks.lib.csusb.edu/etd/138.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCray JR. BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM. [Thesis]. California State University – San Bernardino; 2015. Available from: http://scholarworks.lib.csusb.edu/etd/138

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

9. Thrasher, Karen Ann. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.

Degree: PhD, Educational Psychology, 2017, University of Georgia

 This is a quasi-experimental quantitative study that included 5,223 kindergarten through eighth grade student participants attending six public schools within one rural public school system… (more)

Subjects/Keywords: two-way immersion; dual language; bilingual education; achievement gap; biliteracy; native-English; native-Spanish

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thrasher, K. A. (2017). Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37194

Chicago Manual of Style (16th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Doctoral Dissertation, University of Georgia. Accessed May 21, 2019. http://hdl.handle.net/10724/37194.

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Web. 21 May 2019.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 May 21]. Available from: http://hdl.handle.net/10724/37194.

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37194


University of Georgia

10. Thrasher, Karen Ann. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.

Degree: PhD, Educational Psychology, 2017, University of Georgia

 This is a quasi-experimental quantitative study that included 5,223 kindergarten through eighth grade student participants attending six public schools within one rural public school system… (more)

Subjects/Keywords: two-way immersion; dual language; bilingual education; achievement gap; biliteracy; native-English; native-Spanish

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Thrasher, K. A. (2017). Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37037

Chicago Manual of Style (16th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Doctoral Dissertation, University of Georgia. Accessed May 21, 2019. http://hdl.handle.net/10724/37037.

MLA Handbook (7th Edition):

Thrasher, Karen Ann. “Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students.” 2017. Web. 21 May 2019.

Vancouver:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 May 21]. Available from: http://hdl.handle.net/10724/37037.

Council of Science Editors:

Thrasher KA. Exploring language development in rural Georgia: benefits of a dual language immersion program for elementary and middle grades students. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37037


University of Oregon

11. Martinez, Martha I. Exploring student integration patterns in two-way immersion schools.

Degree: 2011, University of Oregon

Two-way immersion (TWI) programs teach English Learners (ELs) and native English speakers in the same classroom using both languages in an immersion approach. Studies suggest… (more)

Subjects/Keywords: Bilingual education; Cultural capital; Latino; Social justice; Student integration; Two-way immersion

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APA (6th Edition):

Martinez, M. I. (2011). Exploring student integration patterns in two-way immersion schools. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/11258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Martinez, Martha I. “Exploring student integration patterns in two-way immersion schools.” 2011. Thesis, University of Oregon. Accessed May 21, 2019. http://hdl.handle.net/1794/11258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Martinez, Martha I. “Exploring student integration patterns in two-way immersion schools.” 2011. Web. 21 May 2019.

Vancouver:

Martinez MI. Exploring student integration patterns in two-way immersion schools. [Internet] [Thesis]. University of Oregon; 2011. [cited 2019 May 21]. Available from: http://hdl.handle.net/1794/11258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinez MI. Exploring student integration patterns in two-way immersion schools. [Thesis]. University of Oregon; 2011. Available from: http://hdl.handle.net/1794/11258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

12. Young, Amy. Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 Spanish dual-language immersion programs in the U.S. increasingly work with both English and Spanish home language students who bring a wide variety of linguistic resources.… (more)

Subjects/Keywords: Differentiation; Form and function; Language awareness; Language complexity; Oral language proficiency; Two-way immersion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Young, A. (2015). Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175381

Chicago Manual of Style (16th Edition):

Young, Amy. “Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding.” 2015. Doctoral Dissertation, University of Minnesota. Accessed May 21, 2019. http://hdl.handle.net/11299/175381.

MLA Handbook (7th Edition):

Young, Amy. “Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding.” 2015. Web. 21 May 2019.

Vancouver:

Young A. Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 May 21]. Available from: http://hdl.handle.net/11299/175381.

Council of Science Editors:

Young A. Student Oral Proficiency in Grade Three Spanish Immersion: Linguistic Diversity, Student Interaction and Differentiated Scaffolding. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175381


Boston College

13. Fuller, Carrie Ann. Leading Dual Language Immersion in Catholic Elementary Schools.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2018, Boston College

 While the academic and social success of two-way immersion programs in the public school sector is widely documented, little research has been conducted on how… (more)

Subjects/Keywords: Catholic education; dual language; educational change; leadership; professional capital; two way immersion

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APA (6th Edition):

Fuller, C. A. (2018). Leading Dual Language Immersion in Catholic Elementary Schools. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107900

Chicago Manual of Style (16th Edition):

Fuller, Carrie Ann. “Leading Dual Language Immersion in Catholic Elementary Schools.” 2018. Doctoral Dissertation, Boston College. Accessed May 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107900.

MLA Handbook (7th Edition):

Fuller, Carrie Ann. “Leading Dual Language Immersion in Catholic Elementary Schools.” 2018. Web. 21 May 2019.

Vancouver:

Fuller CA. Leading Dual Language Immersion in Catholic Elementary Schools. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 May 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107900.

Council of Science Editors:

Fuller CA. Leading Dual Language Immersion in Catholic Elementary Schools. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107900

14. Lee, Wona. Who is proficient?: An investigation of bilingual language proficiency and its influence on classroom practices in a first-grade Korean/English Two Way Immersion classroom.

Degree: 2018, University of California – eScholarship, University of California

 Although it is common to assess the language proficiencies of nonnative speaker students using standardized tests in educational contexts where language proficiency tends to be… (more)

Subjects/Keywords: Bilingual education; bilingual education; Bilingual language proficiency; Perceived proficiency; Referential choice; Two-way immersion program

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APA (6th Edition):

Lee, W. (2018). Who is proficient?: An investigation of bilingual language proficiency and its influence on classroom practices in a first-grade Korean/English Two Way Immersion classroom. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/5km2r08s

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Wona. “Who is proficient?: An investigation of bilingual language proficiency and its influence on classroom practices in a first-grade Korean/English Two Way Immersion classroom.” 2018. Thesis, University of California – eScholarship, University of California. Accessed May 21, 2019. http://www.escholarship.org/uc/item/5km2r08s.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Wona. “Who is proficient?: An investigation of bilingual language proficiency and its influence on classroom practices in a first-grade Korean/English Two Way Immersion classroom.” 2018. Web. 21 May 2019.

Vancouver:

Lee W. Who is proficient?: An investigation of bilingual language proficiency and its influence on classroom practices in a first-grade Korean/English Two Way Immersion classroom. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2019 May 21]. Available from: http://www.escholarship.org/uc/item/5km2r08s.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee W. Who is proficient?: An investigation of bilingual language proficiency and its influence on classroom practices in a first-grade Korean/English Two Way Immersion classroom. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/5km2r08s

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Moraga, Olga Grimalt. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.

Degree: Doctorate in Education, Education, 2010, Loyola Marymount University

  This normative comparative study sought to compare the reading achievement, in English and Spanish, of Latino English learners in a 50/50 two-way immersion (TWI)… (more)

Subjects/Keywords: dual immersion; English learners; Latino English learners; Two-way immersion; Bilingual, Multilingual, and Multicultural Education; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moraga, O. G. (2010). The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/269

Chicago Manual of Style (16th Edition):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2010. Doctoral Dissertation, Loyola Marymount University. Accessed May 21, 2019. https://digitalcommons.lmu.edu/etd/269.

MLA Handbook (7th Edition):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2010. Web. 21 May 2019.

Vancouver:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2010. [cited 2019 May 21]. Available from: https://digitalcommons.lmu.edu/etd/269.

Council of Science Editors:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Doctoral Dissertation]. Loyola Marymount University; 2010. Available from: https://digitalcommons.lmu.edu/etd/269


University of California – San Diego

16. Fernandez, Irma. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.

Degree: EducLeadership (JtEdDoc CSUSM), 2016, University of California – San Diego

 ABSTRACT OF THE DISSERTATIONDual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary EducationbyIrma FernándezDoctor of Education in LeadershipUniversity of California, San Diego, 2016California… (more)

Subjects/Keywords: Educational leadership; Education; Approaches Education; Dual Language; Dual Language Teachers; Latino ELLs; Teachers approaches for ELLs; Two Way Immersion

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APA (6th Edition):

Fernandez, I. (2016). Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/576429jz

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fernandez, Irma. “Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.” 2016. Thesis, University of California – San Diego. Accessed May 21, 2019. http://www.escholarship.org/uc/item/576429jz.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fernandez, Irma. “Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.” 2016. Web. 21 May 2019.

Vancouver:

Fernandez I. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2019 May 21]. Available from: http://www.escholarship.org/uc/item/576429jz.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fernandez I. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/576429jz

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Berkeley

17. Merritt, Sharon. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.

Degree: Education, 2011, University of California – Berkeley

 As Two-Way Language (TWI or dual language) Immersion programs, located most often in elementary school settings, have continued to increase across the nation over the… (more)

Subjects/Keywords: Foreign language instruction; Pedagogy; Middle school education; Dual language; language ideologies; language policy; metaphor; Two-way immersion; World Language

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APA (6th Edition):

Merritt, S. (2011). Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4272613c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Merritt, Sharon. “Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.” 2011. Thesis, University of California – Berkeley. Accessed May 21, 2019. http://www.escholarship.org/uc/item/4272613c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Merritt, Sharon. “Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy.” 2011. Web. 21 May 2019.

Vancouver:

Merritt S. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2019 May 21]. Available from: http://www.escholarship.org/uc/item/4272613c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merritt S. Conflicting Ideologies about Using and Learning Spanish across the School Years: From Two-Way Immersion to World Language Pedagogy. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/4272613c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

18. Mora, Frank August. Two-way bilingual education in a post-1998 California elementary school.

Degree: EdD, Education, 2007, University of Southern California

 Despite the passage of Proposition 227, many school districts in California have instituted bilingual programs within their districts. The goal of this study was to… (more)

Subjects/Keywords: bilingual; two-way; immersion; education; California; southern

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APA (6th Edition):

Mora, F. A. (2007). Two-way bilingual education in a post-1998 California elementary school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7635

Chicago Manual of Style (16th Edition):

Mora, Frank August. “Two-way bilingual education in a post-1998 California elementary school.” 2007. Doctoral Dissertation, University of Southern California. Accessed May 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7635.

MLA Handbook (7th Edition):

Mora, Frank August. “Two-way bilingual education in a post-1998 California elementary school.” 2007. Web. 21 May 2019.

Vancouver:

Mora FA. Two-way bilingual education in a post-1998 California elementary school. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 May 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7635.

Council of Science Editors:

Mora FA. Two-way bilingual education in a post-1998 California elementary school. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/587185/rec/7635


Kansas State University

19. Espinoza, Pedro. The process of the implementation of a dual language program in an elementary school in southwest Kansas.

Degree: MA, Department of Modern Languages, 2010, Kansas State University

 The primary aim of this thesis is to examine the appropriate procedures needed to implement a Two Way Bilingual Immersion (TWBI) Program designed for an… (more)

Subjects/Keywords: Dual language; Implementation procedures; Elementary school program; Two Way Bilingual Immersion (TWBI); Bilingual education; Language, Modern (0291)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Espinoza, P. (2010). The process of the implementation of a dual language program in an elementary school in southwest Kansas. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/2374

Chicago Manual of Style (16th Edition):

Espinoza, Pedro. “The process of the implementation of a dual language program in an elementary school in southwest Kansas.” 2010. Masters Thesis, Kansas State University. Accessed May 21, 2019. http://hdl.handle.net/2097/2374.

MLA Handbook (7th Edition):

Espinoza, Pedro. “The process of the implementation of a dual language program in an elementary school in southwest Kansas.” 2010. Web. 21 May 2019.

Vancouver:

Espinoza P. The process of the implementation of a dual language program in an elementary school in southwest Kansas. [Internet] [Masters thesis]. Kansas State University; 2010. [cited 2019 May 21]. Available from: http://hdl.handle.net/2097/2374.

Council of Science Editors:

Espinoza P. The process of the implementation of a dual language program in an elementary school in southwest Kansas. [Masters Thesis]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/2374


University of Pennsylvania

20. Chaparro, Sofia. Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School.

Degree: 2017, University of Pennsylvania

Two-Way bilingual immersion programs, which bring together language majority and language minority children with the goals of bilingualism and biliteracy for all, are becoming increasingly… (more)

Subjects/Keywords: Bilingual Education; Ethnography; Gentrification; Immigration; Two-Way Immersion; Urban Schools; Bilingual, Multilingual, and Multicultural Education; Education; Linguistics

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APA (6th Edition):

Chaparro, S. (2017). Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chaparro, Sofia. “Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School.” 2017. Thesis, University of Pennsylvania. Accessed May 21, 2019. https://repository.upenn.edu/edissertations/2213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chaparro, Sofia. “Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School.” 2017. Web. 21 May 2019.

Vancouver:

Chaparro S. Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2019 May 21]. Available from: https://repository.upenn.edu/edissertations/2213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chaparro S. Language And The Gentrifying City: An Ethnographic Study Of A Two- Way Immersion Program In An Urban Public School. [Thesis]. University of Pennsylvania; 2017. Available from: https://repository.upenn.edu/edissertations/2213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

21. Lopez, Patricia. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.

Degree: EdD, Curriculum and Instruction (ISC) - Teaching and Learning, 2012, University of Florida

 Research literature in the field of two-way immersion (TWI) programs addresses the importance of teaching practices that provide English and Spanish-speaking students with high-quality education… (more)

Subjects/Keywords: Bilingual students; Classrooms; Discourse; Foreign language learning; Language; Language minorities; Language teachers; Learning; Students; Teachers; bilingual  – education  – immersion  – program  – two  – way

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lopez, P. (2012). Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043987

Chicago Manual of Style (16th Edition):

Lopez, Patricia. “Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.” 2012. Doctoral Dissertation, University of Florida. Accessed May 21, 2019. http://ufdc.ufl.edu/UFE0043987.

MLA Handbook (7th Edition):

Lopez, Patricia. “Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom.” 2012. Web. 21 May 2019.

Vancouver:

Lopez P. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 May 21]. Available from: http://ufdc.ufl.edu/UFE0043987.

Council of Science Editors:

Lopez P. Eliciting Students’ Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043987

22. Buser, Mélanie. Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch).

Degree: Docteur es, Sciences du langage, 2015, Sorbonne Paris Cité

 La Filière Bilingue (FiBi), une école publique dont le concept repose sur l’enseignement par immersion réciproque, se trouve à la frontière linguistique, à Biel/Bienne. L’enseignement… (more)

Subjects/Keywords: Immersion réciproque; Développement des deux langues de scolarisation; Approche holistique; "translanguaging"; Formation des enseignant-E-S; Two-Way immersion; Development of the two languages of schooling; Holistic approach; "translanguaging"; Teacher education; Reziproke Immersion; Entwicklung der Schulsprachen; Ganzheitliche Betrachtungsweise; Translanguaging; Lehrerbildung; 404.2

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APA (6th Edition):

Buser, M. (2015). Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch). (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2015USPCA125

Chicago Manual of Style (16th Edition):

Buser, Mélanie. “Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch).” 2015. Doctoral Dissertation, Sorbonne Paris Cité. Accessed May 21, 2019. http://www.theses.fr/2015USPCA125.

MLA Handbook (7th Edition):

Buser, Mélanie. “Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch).” 2015. Web. 21 May 2019.

Vancouver:

Buser M. Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch). [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2015. [cited 2019 May 21]. Available from: http://www.theses.fr/2015USPCA125.

Council of Science Editors:

Buser M. Two-Way Immersion in Biel/Bienne, Switzerland : multilingual Education in the Public School Filière Bilingue (FiBi) : a Longitudinal Study of the Development of Languages of Schooling (French & (Swiss) German) : Reziproke Immersion in Biel/ Bienne, Schweiz : Mehrsprachiger Unterricht in der öffentlichen Schule Filière Bilingue (FiBi) : Eine Langzeitstudie über die Entwicklung der beiden Schulsprachen (Französisch & (Schweizer-) Deutsch). [Doctoral Dissertation]. Sorbonne Paris Cité; 2015. Available from: http://www.theses.fr/2015USPCA125


University of North Texas

23. Ridley, Natalie D. The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?.

Degree: 2005, University of North Texas

 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… (more)

Subjects/Keywords: Education, Bilingual.; Immersion method (Language teaching); Reading.; bilingual education; dual-immersion; reading development; two-way immersion

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APA (6th Edition):

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

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ridley, Natalie D. “The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?.” 2005. Thesis, University of North Texas. Accessed May 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc4751/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ridley, Natalie D. “The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?.” 2005. Web. 21 May 2019.

Vancouver:

Ridley ND. The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?. [Internet] [Thesis]. University of North Texas; 2005. [cited 2019 May 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4751/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ridley ND. The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4751/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Ee, Jongyeon. Exploring Parental Attitudes and Experiences in Korean-English Two-Way Immersion Programs.

Degree: Education, 2015, UCLA

 This dissertation study investigated parents of students in Korean-English two-way immersion (TWI) programs in the Los Angeles area. For this study, I collected surveys from… (more)

Subjects/Keywords: Education; Bilingual education; dual language education; Korean two-way immersion programs; parental attitudes and involvement

…4 TREND OF TWO-WAY IMMERSION EDUCATION IN THE U.S… …6 Why Two-Way Immersion Programs Flourish… …13 LIMITATIONS OF CURRENT RESEARCH ON PARENTS OF STUDENTS IN TWO-WAY IMMERSION PROGRAMS… …184 Two-Way Immersion Program as a Space to Alleviate Segregation… …education, there has been a rising trend of two-way immersion (TWI) programs in which… 

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APA (6th Edition):

Ee, J. (2015). Exploring Parental Attitudes and Experiences in Korean-English Two-Way Immersion Programs. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/09h118tq

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ee, Jongyeon. “Exploring Parental Attitudes and Experiences in Korean-English Two-Way Immersion Programs.” 2015. Thesis, UCLA. Accessed May 21, 2019. http://www.escholarship.org/uc/item/09h118tq.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ee, Jongyeon. “Exploring Parental Attitudes and Experiences in Korean-English Two-Way Immersion Programs.” 2015. Web. 21 May 2019.

Vancouver:

Ee J. Exploring Parental Attitudes and Experiences in Korean-English Two-Way Immersion Programs. [Internet] [Thesis]. UCLA; 2015. [cited 2019 May 21]. Available from: http://www.escholarship.org/uc/item/09h118tq.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ee J. Exploring Parental Attitudes and Experiences in Korean-English Two-Way Immersion Programs. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/09h118tq

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

25. Pedrone, Jonathan. The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem.

Degree: 2018, Liberty University

 This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was… (more)

Subjects/Keywords: French/English; Language Interdependency; Learner Attitudes; Motivation; Self-Esteem; Two-Way Immersion; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

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APA (6th Edition):

Pedrone, J. (2018). The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1655

Chicago Manual of Style (16th Edition):

Pedrone, Jonathan. “The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem.” 2018. Doctoral Dissertation, Liberty University. Accessed May 21, 2019. http://digitalcommons.liberty.edu/doctoral/1655.

MLA Handbook (7th Edition):

Pedrone, Jonathan. “The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem.” 2018. Web. 21 May 2019.

Vancouver:

Pedrone J. The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 May 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1655.

Council of Science Editors:

Pedrone J. The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1655


Iowa State University

26. Romero-gonzalez, Mariana. Parental motivations and attitudes toward a Spanish two-way immersion program in the Midwest.

Degree: 2008, Iowa State University

 The purpose of this study is to explore the attitudes, motivations, and experiences of a group of Latino Spanish-speaking and Anglo English-speaking parents whose children… (more)

Subjects/Keywords: Bilingual Education; Language Attitudes and Motivations; Parents; Two-way immersion program; Curriculum and Instruction

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APA (6th Edition):

Romero-gonzalez, M. (2008). Parental motivations and attitudes toward a Spanish two-way immersion program in the Midwest. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/11353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Romero-gonzalez, Mariana. “Parental motivations and attitudes toward a Spanish two-way immersion program in the Midwest.” 2008. Thesis, Iowa State University. Accessed May 21, 2019. https://lib.dr.iastate.edu/etd/11353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Romero-gonzalez, Mariana. “Parental motivations and attitudes toward a Spanish two-way immersion program in the Midwest.” 2008. Web. 21 May 2019.

Vancouver:

Romero-gonzalez M. Parental motivations and attitudes toward a Spanish two-way immersion program in the Midwest. [Internet] [Thesis]. Iowa State University; 2008. [cited 2019 May 21]. Available from: https://lib.dr.iastate.edu/etd/11353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Romero-gonzalez M. Parental motivations and attitudes toward a Spanish two-way immersion program in the Midwest. [Thesis]. Iowa State University; 2008. Available from: https://lib.dr.iastate.edu/etd/11353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Kim, Minsong. Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice.

Degree: PhD, Educational Research, Measurement and Evaluation, 2016, Boston College

 In this dissertation study, I examined the extent to which a relational network of teachers, administrators, two-way immersion (TWI) experts and mentors promote productive communities… (more)

Subjects/Keywords: communities of practice; culturally and linguistically diverse students; educational transformation; social network analysis; two-way immersion

…3 A Network of Two-Way Immersion schools… …is two-way immersion (TWI) instruction (Hamilton, 2008). TWI… …2008). 4 A Network of Two-Way Immersion schools Developed in 2012 by a team of experts… …consists of TWIN-CS principals, mentors, and teachers who are involved in the two-way immersion… …brought together by the Roche Center for Catholic Education at Boston College, the Two-Way… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kim, M. (2016). Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107270

Chicago Manual of Style (16th Edition):

Kim, Minsong. “Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice.” 2016. Doctoral Dissertation, Boston College. Accessed May 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107270.

MLA Handbook (7th Edition):

Kim, Minsong. “Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice.” 2016. Web. 21 May 2019.

Vancouver:

Kim M. Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2019 May 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107270.

Council of Science Editors:

Kim M. Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107270

28. [No author]. ELEMENTARY LANGUAGE IMMERSION: LESSONS FOR PRACTITIONERS FROM CASE STUDIES IN FIVE STATES .

Degree: 2012, Washington State University

 The realities of a global society magnify the need for U.S. students to be proficient in the 21st Century Skills of bilingualism, bi-literacy and cross-cultural… (more)

Subjects/Keywords: Foreign language instruction; Bilingual education; English as a second language; 21st Century Skills; bilingual education; dual immersion; second language acquisition; two-way immersion; world languages

…Collier (2003) found that ELLs who participated in a sustained two-way immersion (… …language and mathematics when they were involved in a two-way immersion program. Curtain and… …benefits to students, this study investigated one- and two-way, dual- and total-immersion… …evidence that two-way immersion can help close the achievement gap for ELLs. Access to language… …partner language to offer two-way immersion programs. Two-way immersion (TWI). Two-way… 

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APA (6th Edition):

author], [. (2012). ELEMENTARY LANGUAGE IMMERSION: LESSONS FOR PRACTITIONERS FROM CASE STUDIES IN FIVE STATES . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “ELEMENTARY LANGUAGE IMMERSION: LESSONS FOR PRACTITIONERS FROM CASE STUDIES IN FIVE STATES .” 2012. Thesis, Washington State University. Accessed May 21, 2019. http://hdl.handle.net/2376/4654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “ELEMENTARY LANGUAGE IMMERSION: LESSONS FOR PRACTITIONERS FROM CASE STUDIES IN FIVE STATES .” 2012. Web. 21 May 2019.

Vancouver:

author] [. ELEMENTARY LANGUAGE IMMERSION: LESSONS FOR PRACTITIONERS FROM CASE STUDIES IN FIVE STATES . [Internet] [Thesis]. Washington State University; 2012. [cited 2019 May 21]. Available from: http://hdl.handle.net/2376/4654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. ELEMENTARY LANGUAGE IMMERSION: LESSONS FOR PRACTITIONERS FROM CASE STUDIES IN FIVE STATES . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Cone, Hollis Derek. Development and Support of Dual Language Policies.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University

  Teaching a second language is not a new idea. Bilingual education has gone through a metamorphosis over the years. The most current bilingual program… (more)

Subjects/Keywords: ETD; Dual Language; FLES; FLEX; Two-Way Immersion; Charter School; Bilingual, Multilingual, and Multicultural Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

Two-Way Immersion – the early name for a dual language program. Chapter Summary Over the… …program is the two-way or dual language program (Freeman et al., 2005). The National… …immersion program has two goals. Before implementation of dual language programs, students who… …language immersion teaches a second language to two different monolingual-speaking student groups… …different versions of dual language immersion programs, the two main programs are the 50:50 and… 

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APA (6th Edition):

Cone, H. D. (2014). Development and Support of Dual Language Policies. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1172

Chicago Manual of Style (16th Edition):

Cone, Hollis Derek. “Development and Support of Dual Language Policies.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed May 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1172.

MLA Handbook (7th Edition):

Cone, Hollis Derek. “Development and Support of Dual Language Policies.” 2014. Web. 21 May 2019.

Vancouver:

Cone HD. Development and Support of Dual Language Policies. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 May 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1172.

Council of Science Editors:

Cone HD. Development and Support of Dual Language Policies. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1172

30. Slade, William Staughan. Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study.

Degree: Foreign Language Education, 2011, University of Texas – Austin

Two-Way Immersion (TWI) programs offer settings and goals that foster multilingual and multicultural communities; however, communities are complex and fluid, and have aspects that may… (more)

Subjects/Keywords: Dual language education; TWI; Two-way immersion; Bilingualism; Figured worlds; Community of practice; Elementary education; Bilingual students; English language learners; Spanish language learners

…Figured Worlds and Dual Language Experts in Two-Way Immersion Classes: An Ethnographic… …Deborah K. Palmer Two-Way Immersion (TWI) programs offer settings and goals that… …language instruction in both languages, variously called Two-Way Immersion (TWI), Two… …Way Dual Language, and Two-Way Bilingual education. According to the Center for Applied… …students to collaborate productively in the academic practices. Also significant to the way in… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Slade, W. S. (2011). Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3689

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Slade, William Staughan. “Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study.” 2011. Thesis, University of Texas – Austin. Accessed May 21, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3689.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Slade, William Staughan. “Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study.” 2011. Web. 21 May 2019.

Vancouver:

Slade WS. Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 May 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3689.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Slade WS. Figured worlds and dual language experts in two-way immersion classes : an ethnographic case study. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3689

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.