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    Aims, content and principles of foreign language teaching in a secondary school

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    Aims, content and principles of foreign language teaching in a secondary school

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    Bibliography

    Caldas, S., & Boudreaux, N. (1999). Poverty, race, and foreign language immersion: Predictors of math and English language arts performance. Learning Languages, 5(1), 4-15.

    de Courcy, M., Warren, J., & Burston, M. (2002). Children from diverse backgrounds in an immersion programme. Language and Education, 16(2), 112-127.

    Genesee, F. (1987). Learning through two languages. Cambridge, MA: Newbury House.

    Harley, Birgit. (1998). The outcomes of early and later language learning. In Met, M. (Ed.), Critical issues in early second language learning: Building for our children’s future (pp. 26-31). Reading, MA: Scott Foresman – Addison Wesley.

    Holobow, N, Genesee, F., & Lambert, W. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179-198.

    Howard, L., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. Report 63. Baltimore, MD: Center for Research on the Education of Students Placed At Risk (CRESPAR).

    Lapkin, S. (1984). How well do immersion students speak and write French? The Canadian Modern Language Review, 40(5), 575-585.

    Lapkin, S., Hart, D., & Swain, M. (1991). Early and middle French immersion programs: French language outcomes. The Canadian Modern Language Review, 48(1), 11–40.

    Lindholm-Leary, K. (2001). Student outcomes in dual language education programs. In K. Lindholm-Leary, Dual language education (pp. 171-290). Clevedon, England: Multilingual Matters Ltd.

    Swain, M. (1984). A review of immersion education in Canada: Research and evaluation studies. In Studies on immersion education: A collection for United States educators, (pp. 87-112). Sacramento: California State Department of Education.

    Swain, M. & Carroll, S. (1987). The immersion observation study. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of bilingual proficiency final report, vol. 2 (pp 190-341). Toronto: Ontario Institute for Studies in Education. Modern Language Center.

    Turnbull, M., Lapkin, S., Hart, D. (2001). Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario (1998-99). The Canadian Modern Language Review, 58(1), 9-26).

    Arnau, J. (2000). Catalan immersion teachers: Principles of language teaching. International Journal of Bilingual Education and Bilingualism, 3(2), 79-100.

    Boutin, F. (1993). A study of early French immersion teachers as generators of knowledge. Foreign Language Annals, 26(4), 511-524.

    British Columbia Teachers’ Federation. (May 2001). Implementing and evaluating a school-based peer tutoring program. British Columbia Teachers’ Federation Research, Vancouver, BC, Canada.

    Cloud, N., Genesee, F., & Hamayan, E. (2000). Teaching content. In N. Cloud, F. Genesee, & E. Hamayan, Dual language instruction: A handbook for enriched education, pp. 113-138. Boston, MA: Heinle & Heinle Publishers.

    Espino-Calderón, M., & Minaya-Rowe, L. (2003). Instructional techniques and activities for second language learners. In M. Espino-Calderon & L. Minaya-Rowe, (Eds.), Designing and implementing two-way bilingual programs (pp. 85-106). Thousand Oaks, CA: Corwin Press, Inc.

    Fortune, T. with C. Fernandez del Rey. (2003). Maximizing language growth through collaborative-creative writing. Bridge Insert. The ACIE Newsletter, Vol. 6 (2), 1-8.

    Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15, 245-60.

    Hoare, P. (2001). A comparison of the effectiveness of a "language aware" and a "non language aware" late immersion teacher. In S. Björklund (Ed.), Language as a tool: Immersion research and practices (pp. 196-210). Vaasa, Finland: University of Vaasa.

    Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.

    Kanagy, R. (2001). Hai, genki desu: Doing fine in a Japanese immersion classroom. In D. Christian & F. Genesee (Eds.), Bilingual education (pp. 139-150). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.

     

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    Ուղարկել հարցում

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    Bibliography

    Caldas, S., & Boudreaux, N. (1999). Poverty, race, and foreign language immersion: Predictors of math and English language arts performance. Learning Languages, 5(1), 4-15.

    de Courcy, M., Warren, J., & Burston, M. (2002). Children from diverse backgrounds in an immersion programme. Language and Education, 16(2), 112-127.

    Genesee, F. (1987). Learning through two languages. Cambridge, MA: Newbury House.

    Harley, Birgit. (1998). The outcomes of early and later language learning. In Met, M. (Ed.), Critical issues in early second language learning: Building for our children’s future (pp. 26-31). Reading, MA: Scott Foresman – Addison Wesley.

    Holobow, N, Genesee, F., & Lambert, W. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179-198.

    Howard, L., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. Report 63. Baltimore, MD: Center for Research on the Education of Students Placed At Risk (CRESPAR).

    Lapkin, S. (1984). How well do immersion students speak and write French? The Canadian Modern Language Review, 40(5), 575-585.

    Lapkin, S., Hart, D., & Swain, M. (1991). Early and middle French immersion programs: French language outcomes. The Canadian Modern Language Review, 48(1), 11–40.

    Lindholm-Leary, K. (2001). Student outcomes in dual language education programs. In K. Lindholm-Leary, Dual language education (pp. 171-290). Clevedon, England: Multilingual Matters Ltd.

    Swain, M. (1984). A review of immersion education in Canada: Research and evaluation studies. In Studies on immersion education: A collection for United States educators, (pp. 87-112). Sacramento: California State Department of Education.

    Swain, M. & Carroll, S. (1987). The immersion observation study. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of bilingual proficiency final report, vol. 2 (pp 190-341). Toronto: Ontario Institute for Studies in Education. Modern Language Center.

    Turnbull, M., Lapkin, S., Hart, D. (2001). Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario (1998-99). The Canadian Modern Language Review, 58(1), 9-26).

    Arnau, J. (2000). Catalan immersion teachers: Principles of language teaching. International Journal of Bilingual Education and Bilingualism, 3(2), 79-100.

    Boutin, F. (1993). A study of early French immersion teachers as generators of knowledge. Foreign Language Annals, 26(4), 511-524.

    British Columbia Teachers’ Federation. (May 2001). Implementing and evaluating a school-based peer tutoring program. British Columbia Teachers’ Federation Research, Vancouver, BC, Canada.

    Cloud, N., Genesee, F., & Hamayan, E. (2000). Teaching content. In N. Cloud, F. Genesee, & E. Hamayan, Dual language instruction: A handbook for enriched education, pp. 113-138. Boston, MA: Heinle & Heinle Publishers.

    Espino-Calderón, M., & Minaya-Rowe, L. (2003). Instructional techniques and activities for second language learners. In M. Espino-Calderon & L. Minaya-Rowe, (Eds.), Designing and implementing two-way bilingual programs (pp. 85-106). Thousand Oaks, CA: Corwin Press, Inc.

    Fortune, T. with C. Fernandez del Rey. (2003). Maximizing language growth through collaborative-creative writing. Bridge Insert. The ACIE Newsletter, Vol. 6 (2), 1-8.

    Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15, 245-60.

    Hoare, P. (2001). A comparison of the effectiveness of a "language aware" and a "non language aware" late immersion teacher. In S. Björklund (Ed.), Language as a tool: Immersion research and practices (pp. 196-210). Vaasa, Finland: University of Vaasa.

    Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.

    Kanagy, R. (2001). Hai, genki desu: Doing fine in a Japanese immersion classroom. In D. Christian & F. Genesee (Eds.), Bilingual education (pp. 139-150). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.

     

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