Bibliography of Two-Way Immersion Research Literature
Section 5: Content Area Knowledge
Arreguin-Anderson, M. G. (2009). Critical pedagogy: Bilingual teachers' perspectives and practices in the context of science education. Unpublished doctoral dissertation, Texas A&M University - Kingsville.
Beddow, M. E. (2009). A longitudinal case study of a Latina bilingual teacher promoting academic literacy through social studies instruction. Unpublished doctoral dissertation, University of California, Davis.
Buxton, C. (1999). Designing a Model-Based Methodology for Science Instruction: Lessons from a Bilingual Classroom. Bilingual Research Journal, 23(2-3), 147-178.
Buxton, C. A. (1999). The Emergence of a Language of Instruction for Successful Model-Based Elementary Science Learning: Lessons from a Bilingual Classroom. Paper presented at the Annual Meeting of the National Association for Bilingual Education, Denver, CO. (ERIC Document Reproduction Service No. ED 436957).
Christian, D., Spanos, G., Crandall, J., Simich-Dudgeon, C., & Willetts, K. (1990). Combining Language and Content for Second-Language Students. In A. Padilla, H. Fairchild & C. Valadez (Eds.), Bilingual Education: Issues and strategies (pp. 141-156). Newbury Park, CA: Sage Publications.
Conrad, T. R. (2000). An Exploration of Transformative Intercultural and Intracultural Interaction among Middle-School Students of a Dual-Language Spanish/English Class. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Indiana, PA.
Hadi-Tabassum, S. (2000). The Multicultural Science Framework: Research on Innovative Two-Way Immersion Science Classrooms. MultiCultural Review, 9(3), 24-30,60-63.
Hampton, E., & Rodríguez, R. (2005). Science concept learning in a dual language setting. The TABE Journal, 8(1), 36-50.
Herrera, F. J., Jr. (2009). Exploring ecology through science terms: A computer-supported vocabulary supplement to the science curriculum in a two-way immersion program. Unpublished doctoral dissertation, University of California, Los Angeles.
Hill-Bonnet, L. A. (2009). Learning in two languages: An ethnographic examination of bridging conceptual knowledge across linguistic contexts. Unpublished doctoral dissertation, University of California, Santa Barbara.
Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in Two-Way Immersion Education: A Review of the Research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk.
Howard, E. R., Sugarman, J., & Coburn, C. (2006). Adapting the Sheltered Instruction Observation Protocol (SIOP) for Two-Way Immersion Education: An Introduction to the TWIOP. Washington D.C.: Center for Applied Linguistics.
Howland, M. (2001). Sixth-Grade Students' Use of Schema Knowledge in Word Problem Solving. Unpublished Master's Thesis, San Jose State University, San Jose, CA.
Lindholm-Leary, K. (2000). Biliteracy for a Global Society: An Idea Book on Dual Language Education. Washington, DC: National Clearinghouse for Bilingual Education. (ERIC Document Reproduction Service No. ED 447714).
Lindholm-Leary, K. (2001). Dual language education. Clevedon, England: Multilingual Matters.
Lindholm-Leary, K. J., & Borsato, G. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal, 29(3), 641-652.
Martínez-Álvarez, P., Bannan, B., & Peters-Burton, E. E. (2012). Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts. Bilingual Research Journal, 35(3), 331-349.
Mercuri, S. P. (2010). The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices. . Unpublished doctoral dissertation, University of California, Davis.
Reyes, S. A. (2007). Beetles and butterflies: Language and learning in a dual language classroom. Journal of Latinos & Education, 6(1), 81-92.
Reyes, S. A., & Vallone, T. L. (2008). Constructivist strategies for teaching English language learners. Thousand Oaks, CA: Corwin Press.
Stein, M. (1997). Integrating Language and Content in an Experiential Setting: Focus-on-Form in the Spanish Partial Immersion Program. Unpublished doctoral dissertation, Georgetown University. (Doctoral Dissertation; ERIC Document Reproduction Service No. ED 427511). Washington, DC.