Learning to teach content bilingually in a middle school bilingual classroom

Bilingual Research Journal

Volumn 20, Issue 1, 1996, Pages 29-44

  Faltis, Christian ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011128749     PISSN: 15235882     EISSN: 15235890     Source Type: Journal    
DOI: 10.1080/15235882.1996.10668618     Document Type: Article

References (19)

1. Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly,27(1), 9-32.
2. Clark, C. & Peterson, P. (1981). Stimulated-recall. In B. Joyce, C. Brown, & L. Peck (Eds.), Flexibility in teaching: An excursion into the nature of teaching and training (pp.256-261). New York: Longman.
3. Faltis, C. (1994). Doing the right thing: Developing a program for immigrant and bilingual secondary students. In R. Rodriguez, N. Ramos, & J. A. Ruiz-Escalante (Eds.), Compendium of readings in bilingual education (pp. 39-47). San Antonio, TX: Texas Association for Bilingual Education.
4. Faltis, C. (1993). Programmatic and curricular options for secondary schools serving limited English proficient students. The High School Journal, 76(2),171-181.
5. Faltis, C. (1989). Code-switching and bilingual schooling: An examination of Jacobson’s new concurrent approach. Journal of Multilingual and Multicultural Development, 10(2),117-127.
6. Faltis, C. & Arias, M. B. (1993). Speakers of languages other than English in the secondary school: Accomplishments and struggles. Peabody Journal of Education,69(1), 6-29.
7. Faltis, C. & Hudelson, S. (1994). Learning English as an additional language in K-12 schools. TESOL Quarterly,28(3),457-468.
8. Gardner, H. (1993). Educating for understanding. The American School Board Journal, July, 21-24.
9. Goodlad, J. (1984). A place called school: Prospects for the future.New York: McGraw Hill.
10. Homberger, N., & Micheau, C. (1993). “Getting far enough to like it”: Biliteracy in the middle school. Peabody Journal of Education, 69(1), 30-53.
11. Jacobson, R. (1990). Allocating two languages as a key feature of bilingual methodology. In R. Jacobson & C. Faltis (Eds.), Language distribution issues in bilingual schooling (pp. 3-17). Clevedon, England: Multilingual Matters.
12. Jacobson, R. (1982). The implementation of a bilingual instructional model: The new concurrent approach. In R. Padilla (Ed.), Ethnoperspectives in bilingual education research (pp. 14-29). Ypsilanti, MI: Eastern Michigan University.
13. Rrashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
14. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
15. Lucas, T., & Katz, A. (1994). Reframing the debate: The roles of native languages in English-only programs for language minority students. TESOL Quarterly, 28(3),537-561.
16. Milk, R. (1986). The issue of language separation in bilingual methodology. In E. Gracia and B. Flores (Eds.), Language and literacy research in bilingual education (pp. 67-86). Tempe, AZ: Center for Bilingual Education, Arizona State University.
17. Milk, R. (1993). Bilingual education and English as a second language: The elementary school. In B. Arias & U. Casanova (Eds.), Bilingual education: Politics, practice, research (pp. 88-112). Chicago: National Society for the Study of Education.
18. Swain, M. (1985). Communicative competence: Some roles for comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-256). Rowley, MA: Newbury House.
19. Wong Fillmore, L., & Valadez, C. (1986). Teaching bilingual learners. In M. Wittrock (Ed.), Handbook of research on teaching, 3rd edition, (pp. 648-685). New York: Macmillan.