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Volumn 58, Issue 1, 2001, Pages 27-43

Interdependence revisited: Mathematics achievement in an intensified French immersion program

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Indexed keywords


EID: 0038775899     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: 10.3138/cmlr.58.1.27     Document Type: Article
Times cited : (35)

References (23)
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    • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University.
    • (1981) Schooling and Language Minority Students: A Theoretical Framework , pp. 3-49
    • Cummins, J.1
  • 8
    • 84937327851 scopus 로고    scopus 로고
    • Learning mathematics through French in Australia
    • de Courcy, M., & Burston, M. (2000). Learning mathematics through French in Australia. Language and Education, 14(2), 75-95.
    • (2000) Language and Education , vol.14 , Issue.2 , pp. 75-95
    • De Courcy, M.1    Burston, M.2
  • 12
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    • A descriptive study of the background characteristics of the immigrant students entering Vancouver schools since 1989
    • Anaheim, CA
    • Gunderson, L. (1995). A descriptive study of the background characteristics of the immigrant students entering Vancouver schools since 1989. Paper presented at the 40th Annual Convention of the International Reading Association, Anaheim, CA.
    • (1995) 40th Annual Convention of the International Reading Association
    • Gunderson, L.1
  • 13
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    • Montréal: Les Éditions de la Chenelière
    • Hope, J., & Small, M. (1996). Interactions 6. Montréal: Les Éditions de la Chenelière.
    • (1996) Interactions 6
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    • The effects of bilingualism on the individual: Cognitive and sociocultural consequences
    • P.A. Hornby (Ed.). New York: Academic Press
    • Lambert, W.E. (1977). The effects of bilingualism on the individual: Cognitive and sociocultural consequences. In P.A. Hornby (Ed.), Bilingualism: Psychological, social and educational implications (pp. 15-27). New York: Academic Press.
    • (1977) Bilingualism: Psychological, Social and Educational Implications , pp. 15-27
    • Lambert, W.E.1
  • 17
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    • Case study of compact core French models: Attitudes and achievement
    • S. Lapkin (Ed.). Toronto: University of Toronto
    • Lapkin, S., Hart, D., & Harley, B. (1998). Case study of compact core French models: Attitudes and achievement. In S. Lapkin (Ed.), French second language education in Canada: Empirical studies (pp. 120-143). Toronto: University of Toronto.
    • (1998) French Second Language Education in Canada: Empirical Studies , pp. 120-143
    • Lapkin, S.1    Hart, D.2    Harley, B.3
  • 19
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    • Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and nonlanguage subjects
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    • (2000) Harvard Educational Review , vol.7 , Issue.3 , pp. 303-346
    • Marsh, H.W.1    Hau, K.-T.2    Kong, C.-K.3
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    • Intensity of L2 instruction and biliterate proficiency in intermediate years of a French immersion program
    • Reeder, K., Buntain, J., & Takakuwa, M. (1999). Intensity of L2 instruction and biliterate proficiency in intermediate years of a French immersion program. Canadian Modern Language Review, 56(1), 49-72.
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.