Bibliography of Two-Way Immersion Research Literature
Section 4: Language and Literacy Instruction and Outcomes
Acosta, B. D. (2005, November). Does reading approach matter in two-way immersion programs? ACIE Newsletter: The Bridge, 1-8.
Acosta, B. D. (2005). The influence of literacy instructional practices on the achievement of English language learners in two-way bilingual education programs. Unpublished doctoral dissertation, George Mason University, Fairfax, VA.
Aguilar, M. (2000). A case study on language proficiency with Latino students in a dual-language setting. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.
Alanís, I. (1998). A Descriptive Analysis of a Texas Two-Way Bilingual Program and its Effects on Fifth-Grade Academic and Linguistic Achievement. Unpublished doctoral dissertation, University of Texas, Austin, TX.
Alanís, I. (2000). A Texas Two-way Bilingual Program: Its Effects on Linguistic and Academic Achievement. Bilingual Research Journal, 24(3), 225-248.
Angelova, M., Gunawardena, D., & Volk, D. (2006). Peer teaching and learning: Co-constructing language in a dual language first grade. Language and Education, 20(3), 173-190.
Arnot-Hopffer, E. J. (2006). Las tres amigas: A study of biliteracy from kindergarten through adolescence. Unpublished doctoral dissertation, University of Arizona, Tucson, AZ.
Arteagoitia, I., Howard, E. R., Louguit, M., Malabonga, V., & Kenyon, D. M. (2005). The Spanish Developmental Contrastive Spelling Test: An Instrument for Investigating Intra-Linguistic and Crosslinguistic Influences on Spanish-Spelling Development. Bilingual Research Journal, 29(3), 541-560.
Bae, J. (2001). The construct validation of certain components of English and Korean writing in children participating in either a two-way immersion program or monolingual classes: A writing assessment and latent variable approach. Unpublished doctoral dissertation, UCLA, Los Angeles, CA.
Bae, J. (2007). Development of English skills need not suffer as a result of immersion: Grades 1 and 2 writing assessment in a Korean/English two-way immersion program. Language Learning, 57(2), 299-332.
Bae, J., & Bachman, L. F. (1998). A Latent Variable Approach to Listening and Reading: Testing Factorial Invariance Across Two Groups of Children in the Korean/English Two-Way Immersion Program. Language Testing, 15(3), 380-414.
Bailey, A. L., Moughamian, A. C., Dingle, M., McCabe, A., & Melzi, G. (2008). The contribution of Spanish-language narration to the assessment of early academic performance of Latino students. In A. McCabe, A. L. Bailey & G. Melzi (Eds.), Spanish-language narration and literacy: Culture, cognition, and emotion. (pp. 296-331). New York, NY: Cambridge University Press.
Ballinger, S., & Lyster, R. (2011). Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289-306.
Baralis, C. L. (2009). The long-term effects of a K-5 dual language program on middle school student achievement and biculturalism. Unpublished doctoral dissertation, Hofstra University, Hempstead, NY.
Barnett, W. S., Yarosz, D. J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22, 227-293.
Beeman, M. M. (1993). A Longitudinal Study of Academic Language Proficiency and Crosslinguistic Transfer in Hispanic Students in a Dual Language Program. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.
Black, D. B. (2008). 'We're becoming bilingual and biliterate!': An ethnographic study on how a dual-language program in Florida contributes to the literacy development of English-language learners. Unpublished doctoral dissertation, University of Central Florida, Orlando, FL.
Brauer, J. Z. (1998). Learning Strategies of Native English-Speaking Fourth-Grade Students in a Two-Way Bilingual Education Program. Unpublished doctoral dissertation, Boston University, Boston, MA.
Calhoon, M. B., Al Otaiba, S., Cihak, D., King, A., & Avalos, A. (2007). Effects of a peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms. Learning Disability Quarterly, 30(3), 169-184.
Cazabon, M., Lambert, W. E., & Hall, G. (1993). Two-way bilingual education: A progress report on the Amigos program (Research Report 7). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
Christian, D., Montone, C., Lindholm, K., & Carranza, I. (1997). Profiles in two-way immersion education. McHenry, IL: Delta Systems.
Collier, V. (1995). Acquiring a Second Language for School. Directions in Language and Education (NCBE), 1(4), 1-12.
Connery, M. C. (2011). Profiles in emergent biliteracy: Children making meaning in a Chicano community. New York: Peter Lang.
Correia, M. G. (2004). Early literacy development in a first grade two-way immersion classroom: The weekend report as a way of developing sociocultural literacy. Unpublished doctoral dissertation, University of California, Berkeley.
Coyoca, A. M., & Lee, J. S. (2009). A typology of language-brokering events in dual-language immersion classrooms. Bilingual Research Journal, 32(3), 260-279.
Culatta, B., Reese, M., & Setzer, L. A. (2006). Early literacy instruction in a dual-language (Spanish–English) kindergarten. Communication Disorders Quarterly, 27(2), 67-82.
de Jong, E. J. (2004). L2 Proficiency Development in a Two-way and a Developmental Bilingual Program. NABE Journal of Research and Practice, 2(1), 77-108.
de Jong, E. J., & Bearse, C. I. (2011). The same outcomes for all? High-school students reflect on their two-way immersion program experiences. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 104-122). Bristol, UK: Multilingual Matters.
de Jong, E. J., & Howard, E. R. (2009). Integration in two-way immersion education: Equalizing linguistic benefits. International Journal of Bilingual Education and Bilingualism, 12(1), 81-99.
DePalma, R. (2010). Language use in the two-way classroom: Lessons from a Spanish-English bilingual kindergarten. Tonawanda, NY: Multilingual Matters.
DiNicolo, C. P. (2010). What language counts in literature discussion? Exploring linguistic mediation in an English language arts classroom. Bilingual Research Journal, 33, 220-240.
Dow, P. A. (2009). Dual-language education: A longitudinal study of students' achievement in an El Paso county, Texas school district. Unpublished doctoral dissertation, University of Texas at El Paso.
Figueroa, L. R. (2008). The development of pre-reading and reading knowledge in English and Spanish in a Dual Language Education context. Unpublished doctoral dissertation, University of California, Santa Barbara.
Fitts, S. (2006). Reconstructing the Status Quo: Linguistic Interaction in a Dual-Language School. Bilingual Research Journal, 30(2), 337-365.
Gallagher, C. E. (2012). Academic language and young emergent bilinguals: Patterns of contextualizing discourse in personal narratives and classroom literacy events. Unpublished doctoral dissertation, Georgetown University, Washington, DC.
Galvan-Luis, S. (2010). The impact of bilingual education on academic achievement and language development of third grade English language learners in Texas. Unpublished doctoral dissertation, Texas A&M University, Corpus Christi.
Gayman, S. M. (2000). Understanding Language Use and Social Interaction in a French/English Two-Way Immersion Classroom. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia, PA.
Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development & disorders: A handbook on bilingualism and second language learning. Baltimore, MD: Brookes Publishing Company.
Gort, M. (2001). On the threshold of biliteracy: Bilingual writing processes of English-dominant and Spanish-dominant first graders in a two-way bilingual education program. Unpublished doctoral dissertation, Boston University.
Gort, M. (2002). A Preliminary Model of Bilingual Writing Development for Spanish-Dominant and English-Dominant Students: Portraits from Dual-Language Classrooms. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Gort, M. (2006). Strategic codeswitching, interliteracy, and other phenomena of emergent bilingual writing: Lessons from first grade dual language classrooms. Journal of Early Childhood Literacy, 6(3), 323-354.
Gort, M., Pontier, R. W., & Sembiante, S. F. (2012). Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds. Bilingual Research Journal, 35(3), 258-276.
Graham, C. R., & Brown, C. (1996). The Effects of Acculturation on Second Language Proficiency in a Community with a Two-Way Bilingual Program. Bilingual Research Journal, 20(2), 235-260.
Ha, J. H. (2001). Elementary students' written language development in a Korean/English two-way immersion program. Unpublished thesis, California State University, Long Beach.
Ha, J. H. (2001). English-Speaking Students' Written Language Development in Korean in a Korean/English Two-Way Immersion Program. In J. J. Ree (Ed.), The Korean Language in America: Volume 6. Papers from the Annual Conference and Teacher Training Workshop on the Teaching of Korean Language, Culture, and Literature (pp. 299-308). Tallahassee, FL: American Association of Teachers of Korean.
Hadi-Tabassum, S. (2004). The Balancing Act of Bilingual Immersion. Educational Leadership, 62(4), 50.
Hayes, R. (2005). Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program. Linguistics and Education, 16, 93-112.
Hernández, A. M. (2011). Successes and challenges of instructional strategies in two-way bilingual immersion. Unpublished doctoral dissertation, California State University, San Marcos.
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.
Hickey, T. M. (2007). Children's language networks in minority language immersion: What goes in may not come out. Language and Education, 21(1), 46-65.
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.
Hornberger, N. H. (1990). Creating Successful Learning Contexts for Bilingual Literacy. Teachers College Record, 92(2), 212-229.
Howard, E. R. (2003). Biliteracy development in two-way immersion education programs: A multilevel analysis of the effects of native language and home language use on the development of narrative writing ability in English and Spanish. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
Howard, E. R., Arteagoitia, I., Louguit, M., Malabonga, V., & Kenyon, D. M. (2006). The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly, 40(2), 399-420.
Howard, E. R., & Christian, D. (1997). The development of bilingualism and biliteracy in two-way immersion students. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
Howard, E. R., Christian, D., & Genesee, F. (2003). The development of bilingualism and biliteracy from grade 3 to 5: A summary of findings from the CAL/CREDE study of two-way immersion education (Research Report 13). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.
Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems, Co.
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.
Howard, E. R., Sugarman, J., Perdomo, M., & Adger, C. T. (Eds.). (2005). The Two-Way Immersion Toolkit. Providence, RI: The Education Alliance at Brown University.
Jackson, F. J. (2008). The comparison of reading comprehension using dual language, full immersion, and sheltered English immersion instructional programs for Navajo students. Unpublished doctoral dissertation, Arizona State University, Tempe, AZ.
Kaptain, H. J. (2011). Primary students' proficiency and achievement: The difference two-way immersion programs can make. Unpublished doctoral dissertation, Iowa State University, Ames.
Kortz, W. J., Jr. (2002). Measuring the Effects of the Accelerated Reader Program on Third Grade English Language Learners' Reading Achievement in Dual Language Programs. Unpublished doctoral dissertation, Sam Houston State University, Huntsville, TX.
Kovelman, I., Baker, S. A., & Petitto, L.-A. (2008). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203-223.
Kuhlman, N. A., Bastian, M., Bartolome, L., & Barrios, M. (1993). Emerging literacy in a two-way bilingual first grade classroom. In L. Malave (Ed.), Proceedings of the National Association for Bilingual Education Conferences (Tucson, AZ, 1990; Washington, DC, 1991) (pp. 45-49). Washington, DC: NABE.
Lee, J. S., Hill-Bonnet, L., & Gillispie, J. (2008). Learning in two languages: Interactional spaces for becoming bilingual speakers. International Journal of Bilingual Education and Bilingualism, 11(1), 75-94.
Lee, J. S., Hill-Bonnet, L., & Raley, J. (2011). Examining the effects of language brokering on student identities and learning opportunities in dual immersion classrooms. Journal of Language, Identity, and Education, 10, 306-326.
Lee, S. Y. (2003). Contexts of language use in a two-way immersion program: Examining dimensions and dynamics of language and literacy practices. Unpublished doctoral dissertation, University of California, Berkeley.
Lindholm, K. (1993). Two-way bilingual language arts portfolio. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 360856).
Lindholm, K., & Aclan, Z. (1991). Bilingual Proficiency as a Bridge to Academic Achievement: Results from Bilingual/Immersion Programs. Journal of Education, Boston University School of Education, 173, 71-80.
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. (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). Bristol, UK: Multilingual Matters.
Lindholm-Leary, K. J., & Ferrante, A. (2005). Follow-up study of middle school two-way students: Language proficiency, achievement and attitudes. In R. Hoosain & F. Salili (Eds.), Language in Multicultural Education. Greenwich, CT: Information Age Publishing.
Lindholm-Leary, K. J., & Howard, E. R. (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). Oxford, UK: Blackwell.
López, L. M., & Tápanes, V. (2011). Latino Children Attending a Two-Way Immersion Program in the United States: A Comparative Case Analysis. Bilingual Research Journal, 34(2), 142-160.
López, M. G., & Tashakkori, A. (2006). Differential Outcomes of Two Bilingual Education Programs on English Language Learners. Bilingual Research Journal, 30(1), 123-145.
Lopez, M. M. (2010). Language ideologies of mothers and children in a dual language program. National Reading Conference Yearbook, 60, 233-249.
Lopez, M. M. (2011). Children's language ideologies in a first grade dual language class. Journal of Early Childhood Literacy, 12(1), 1-26.
Lucero, A. (2011). Lengua acádemica in first grade: Expectations, instructional practices, and teacher resources. Unpublished doctoral dissertation, University of Washington, Seattle, WA.
Lucero, A. (2012). Demands and opportunities: Analyzing academic language in a first grade dual language program. Linguistics & Education, 23(3), 277-288.
Lucido, F., & McEachern, W. (2000). The Influence of Bilingualism on English Reading Scores. Reading Improvement, 37(2), 87-91.
Martin-Beltrán, M. (2010). Positioning proficiency: How students and teachers (de)construct language proficiency at school. Linguistics and Education, 21, 257-281.
Martin-Beltrán, M. (2010). The two-way language bridge: Co-constructing bilingual language learning opportunities. Modern Language Journal, 94(2), 254-277.
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.
Mayo Molina, S. (2010). When bilingual students speak and interact: A Cultural Historical Activity. Unpublished doctoral dissertation, Central Connecticut State University, New Britain, CT.
McCollum, P. (1994). Language Use in Two-Way Bilingual Programs. IDRA Newsletter, 21(2), 1, 9-11.
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.
Merritt, S. (2011). Conflicting ideologies about using and learning Spanish across the school years: From two-way immersion to world language pedagogy. Unpublished doctoral dissertation, University of California, Berkeley.
Meza-Zaragosa, E. (1999). Second Language Learning and First Language Enhancement in a Pre-Kindergarten Dual-Language Classroom. Unpublished doctoral dissertation, Texas A&M University, Kingsville, TX.
Montague, N. S., & Meza-Zaragosa, E. (1999). Elicited Response in the Pre-Kindergarten Setting with a Dual Language Program: Good or Bad Idea? Bilingual Research Journal, 23(2-3), 289-296.
Montrul, S., & Potowski, K. (2007). Command of gender agreement in school-age Spanish-English bilingual children. International Journal of Bilingualism, 11(3), 301-328.
Murillo, H. A. (1987). A Comparison of the Effects of Dual Language and Intensive English Instruction on Kindergarten Students in the Laredo Independent School District. Unpublished doctoral dissertation, University of Nebraska, Lincoln, NE.
Nascimento, F. C. (2011). Differences in achievement between students enrolled in a transitional, early exit bilingual program and in a dual language two-way immersion bilingual program: A pilot study. Unpublished doctoral dissertation, Fairleigh Dickinson University, Madison, NJ.
Olmedo, I. M. (2003). Language Mediation among Emergent Bilingual Children. Linguistics and Education, 14(2), 143-162.
Olmedo, I. M. (2005). The bilingual echo: Children as language mediators in a dual-language school. In M. Farr (Ed.), Latino Language and Literacy in Ethnolinguistic Chicago. Mahwah, NJ: Lawrence Erlbaum Associates.
Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development & disorders: A handbook on bilingualism and second language learning (2nd ed.). Baltimore, MD: Brookes Publishing Company.
Park, M. J. (2005). The experience of English speaking children in Two-Way Immersion Spanish Time. Unpublished doctoral dissertation, Arizona State University, Tempe, AZ.
Pérez, B. (2004). Becoming biliterate: A study of two-way bilingual immersion education. Mahwah, NJ: Lawrence Erlbaum Associates.
Pimentel, C. (2011). The Color of Language: The Racialized Educational Trajectory of an Emerging Bilingual Student. Journal of Latinos & Education, 10(4), 335-353.
Potowski, K. (2002). Language use in a dual immersion classroom: A sociolinguistic perspective. Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign.
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.
Potowski, K. (2005). Latino children's Spanish use in a Chicago dual-immersion classroom. In M. Farr (Ed.), Latino language and literacy in ethnolinguistic Chicago (pp. 157-185). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Potowski, K. (2007). Characteristics of the Spanish grammar and sociolinguistic proficiency of dual immersion graduates. Spanish in Context, 4(2), 187-216.
Potowski, K. (2007). Language and identity in a dual immersion school. Clevedon, England: Multilingual Matters.
Ratliff, J. L., & Montague, N. S. (2002). Book Choices for Culturally and Linguistically Diverse (CLD) Parents: Strategies for Sharing Books in Bilingual Homes. Retrieved March 17, 2005, from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED468863
Reese, L., Goldenberg, C., & Saunders, W. (2006). Variations in Reading Achievement among Spanish-Speaking Children in Different Language Programs: Explanations and Confounds. Elementary School Journal, 106(4), 363.
Reyes, S. A., & Crawford, J. (2012). Diary of a bilingual school. Portland, OR: DiversityLearningK12.
Reyes, S. A., & Vallone, T. L. (2008). Constructivist strategies for teaching English language learners. Thousand Oaks, CA: Corwin Press.
Riojas-Cortez, M. (2000). Evaluating Mexican American children's social language interactions during sociodramatic play. Early Child Development and Care, 160, 85-96.
Rodriguez, A. L. (2010). The social activity of young bilingual writers in a two-way immersion classroom 'oye victor. voy a hacer un libro de ti.' Unpublished doctoral dissertation, University of Texas at Austin.
Rubinstein-Avila, E. (2003). Negotiating Power and Redefining Literacy Expertise: Buddy Reading in a Dual-Immersion Programme. Journal of Research in Reading, 26(1), 83-97.
Sanders, A. N. (2010). The effectiveness of two-way bilingual immersion programs in closing the achievement gap for minority students. Unpublished doctoral dissertation, Texas Southern University, Houston, TX.
Schauber, H. (1995). The Second Language Components in a Two-Way Bilingual Education Program. Bilingual Research Journal, 19(3-4), 483-495.
Serrano, R., & Howard, E. (2007). Second language writing development in English and Spanish in a two-way immersion programme. International Journal of Bilingual Education and Bilingualism, 10(2), 152-170.
Serrano, R., & Howard, E. R. (2003). Maintaining Spanish proficiency in the United States: The influence of English on the Spanish writing of native Spanish speakers in two-way immersion programs. In L. Sayahi (Ed.), Selected Proceedings of the First Workshop on Spanish Sociolinguistics (pp. 77-88). Somerville, MA: Cascadilla Proceedings Project.
Silverman, R. D. (2007). Vocabulary development of English-language and English-only learners in Kindergarten. Elementary School Journal, 107(4), 365-384.
Smith, P. H. (2001). Community Language Resources in Dual Language Schooling. Bilingual Research Journal, 25(3), 375-404.
Smith, P. H., & Arnot-Hopffer, E. (1998). Exito Bilingüe: Promoting Spanish Literacy in a Dual Language Immersion Program. Bilingual Research Journal, 22(2-4), 261-277.
Snow, M. A. (1986). Innovative Second Language Education: Bilingual Immersion Programs (Educational Report ER1). Los Angeles, CA: University of California Center for Education and Research. (ERIC Document Reproduction Service No. ED 278258).
Snow, M. A. (1987). Immersion Teacher Handbook (Educational Report ER10). Los Angeles, CA: University of California Center for Language Education and Research. (ERIC Document Reproduction Service No. ED 291243).
Starr, R. L. (2011). Acquisition of sociolinguistic knowledge in a Mandarin-English dual immersion school. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.
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.
Stipek, D., Ryan, R., & Alarcón, R. (2001). Bridging research and practice to develop a two-way bilingual program. Early Childhood Research Quarterly, 16(1), 133-149.
Sturke, B. R. (2003). Learning in two languages: Assessing a dual language bilingual kindergarten program. Unpublished doctoral dissertation, Cardinal Stritch University, Milwaukee, WI.
Sugarman, J., & Howard, L. (2001, September 2001). Two-Way Immersion Shows Promising Results: Findings from a New Study. ERIC/CLL Language Link: An Online Newsletter from the ERIC Clearinghouse on Languages and Linguistics.
Sutterby, J. A. (2002). Todos somos amigos: Cross-cultural and cross-linguistic play interactions in a two-way immersion prekindergarten classroom. Unpublished doctoral dissertation, The University of Texas at Austin, Austin, TX.
Torres-Guzman, M. E. (2011). Methodologies and teacher stances: How do they interact in classrooms? International Journal of Bilingual Education and Bilingualism, 14(2), 225-241.
Varon, C. (2004). Imprints of self: Manifestations of bilingual and monolingual children's cognitive structures in drawings of self and significant others. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
Volk, D., & Angelova, M. (2007). Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-language First Grade. Journal of Language, Identity, and Education, 6(3), 177-199.