Acceso usuarios
Reframing dual language education in the U.S.
Pablo C. Ramírez
págs. 769-773
The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities
María Capdevila-Gutiérrez, Eduardo Muñoz-Muñoz, Fernando Rodríguez Valls, Jordi Solsona-Puig
págs. 774-785
From compliance to resistance: administrator perspectives on implementing structured English immersion and dual language bilingual education programs
Evelyn Baca
págs. 786-799
Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs
Jongyeon Ee
págs. 800-816
Teaching Arabic to children and youth in the United States: between love and indictment
Youmna Deiri
págs. 817-829
Uyghur and Tibetan university students’ English language learning in China: a spatial assemblage
Hao Wang, Xia Chao
págs. 830-844
Interactions between bilingual language proficiency and exposure: comparing subjective and objective measures across modalities in bilingual young adults
Thorfun Gehebe, Deepti Wadhera, Klara Marton
págs. 845-860
Maternal heritage language proficiency and child bilingual heritage language learning
He Sun, Jiamin Low, Ivy Chua
págs. 861-875
Using dual language picturebooks to teach language contact phenomena in a tertiary context
Nicola Daly, Julie Barbour
págs. 876-890
Narratives by bilingual children: a tale of strengths and growth during kindergarten
Andrea A. N. MacLeod, Diane Pesco
págs. 891-903
Laura S. Nap, Frans C. Hiddink, Joana Duarte
págs. 904-917
