Language and Identity in a Dual Immersion School

Language and Identity in a Dual Immersion School

Volumn , Issue , 2007, Pages 1-224

  Potowski, Kim ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85140701792     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (152)

1. Adiv, E. (1980) An analysis of second language performance in two types of immersion programs. Unpublished doctoral dissertation, McGill University.
2. Allen, P., Swain, M., Harley, B. and Cummins, J. (1990) Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummins and M. Swain (eds) The Development of Second Language Proficiency (pp. 57-81). Cambridge: Cambridge University Press.
3. Artigal, J. (1997) The Catalan immersion program. In R. Johnson and M. Swain (eds) Immersion: International Perspectives (pp. 133-50). Cambridge: Cambridge University Press.
4. Arzamendi, J. and Genesee, F. (1997) Reflections on immersion education in the Basque Country. In R. Johnson and M. Swain (eds) Immersion: International Perspectives (pp. 151-66). Cambridge: Cambridge University Press.
5. Bardovi-Harlig, K. (2000) Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Malden, MA: Blackwell.
6. Bardovi-Harlig, K. (2001) Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. Rose and G. Kasper (eds) Pragmatics and Language Teaching. Cambridge: Cambridge University Press.
7. Bardovi-Harlig, K. and Bergström, A. (1996) The acquisition of tense and aspect in SLA and FLL: A study of learner narratives in English (SL) and French (FL). Canadian Modern Language Review 52, 308-30.
8. Barfield, S. and Rhodes, N. (1993) Review of the eighth year of the partial immersion program at Key Elementary School, Arlington, VA. Washington, DC: Center for Applied Linguistics.
9. Baron, D. (1990) The English-Only Question: An Official Language for Americans? New Haven, CT: Yale University Press.
10. Beckerman, Z. (2005) Complex contexts and ideologies: Bilingual education in conflict-ridden areas. Journal of Language, Identity and Education 4 (1), 1-20.
11. Björklund, S. (1997) Immersion in Finland in the 1990s: A state of development and expansion. In R. Johnson and M. Swain (eds) Immersion: International Perspectives (85-101). Cambridge: Cambridge University Press.
12. Blake, R. (1983) Mood selection among Spanish-speaking children, ages 4 to 12. Bilingual Review/La Revista Bilingüe 10, 21-32.
13. Blanco-Iglesias, S., Broner, J. and Tarone, E. (1995) Observations of language use in Spanish immersion classroom interactions. In L. Eubank, L. Selinker and M. Sharwood Smith (eds) The Current State of Interlanguage (pp. 241-54). Philadelphia: John Benjamin.
14. Boyd, P. (1975) The development of grammar categories in Spanish by Anglo children learning a second language. TESOL Quarterly 9 (2), 125-35.
15. Branaman, L., Rhodes, N. and Rennie, J. (1998) A national survey of K-12 foreign language education. ERIC Review, K-12 Foreign Language Education 6 (1). On WWW at http://www.accesseric.org/resources/ericreview/vol6no1/ survey.html. Accessed March 19, 2002.
16. Broner, M. (2000) Impact of interlocutor and task on first and second language use in a Spanish immersion program. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
17. Caldas, S. (2006) Raising Bilingual-Biliterate Children in Monolingual Cultures. Clevedon: Multilingual Matters.
18. Campbell, R. (1984) The immersion education approach to foreign language teaching. In Studies on Immersion Education: A Collection for United States Educators (pp. 114-43). Sacramento: California State Department of Education.
19. Canale, M. and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1-47.
20. Carranza, I. (1995) Multilevel analysis of two-way immersion discourse. In J. Alatis, C. Straehle, B. Gallenberger and M. Ronkin (eds) Georgetown University Round Table on Languages and Linguistics (169-87). Washington, DC: Georgetown University Press.
21. Carrigo, D. (2000) Just how much English are they using? Teacher and student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
22. Cazabon, M., Nicoladis, E. and Lambert W. (1998) Becoming Bilingual in the Amigos Two-Way Immersion Program. Washington, DC: Center for Applied Linguistics.
23. Cazden, C. (1988) Classroom Discourse: The Language of Teaching and Learning. Portsmouth: Heinemann.
24. Center for Applied Linguistics (2005) Directory of two-way bilingual immersion programs in the U.S. On WWW at http://www.cal.org/twi/directory. Accessed March 6, 2006.
25. Center for Applied Linguistics (2003) Immersion program directory. On WWW at www.cal.org/resources/immersion/ImmersionSearch.jsp. Accessed March 8, 2006.
26. Chesterfield, R., Chesterfield, K.B., Hayes-Latimer, K. and Chávez, R. (1983) The influence of teachers and peers on second language acquisition in bilingual preschool programs. TESOL Quarterly 17 (3), 401-19.
27. Chicago Public Schools, Office of Language and Cultural Education. (Forthcoming). K-8 curriculum for heritage speakers.
28. Christian, D. (1996) Two-way immersion education: Students learning through two languages. Modern Language Journal 80, 66-76.
29. Christian, D., Montone, C., Lindholm, K. and Carranza, I. (1997) Profiles in two-way immersion education. McHenry, IL: Delta Systems and Center for Applied Linguistics.
30. Christian, D. and Whitcher, A. (1995) Directory of Two-Way Bilingual Programs in the U.S. (rev. edn) Santa Cruz, CA, and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.
31. Cohen, A. (1975) A Sociolinguistic Approach to Bilingual Education: Experiments in the American Southwest. Rowley, MA: Newbury.
32. Cohen, A. (1976) The case for partial or total immersion education. In A. Simoes, Jr. (ed.) The Bilingual Child (pp. 65-89). New York: Academic Press.
33. Cohen, A. and Lebach, S. (1974) A language experiment in California: Student, teacher, parent and community reactions after three years. Working Papers in Teaching English as a Second Language, 8, 171-95.
34. Cohen, A. and Swain, M. (1976) Bilingual education: The “immersion’’ model’ in the North American context. TESOL Quarterly 31 (1), 113-34.
35. Colombi, C. and Alarcon, F. (eds) (1997) La enseñanza del español a hispanohablantes: Praxis y teoría. New York: Houghton Mifflin.
36. Comrie, B. (1976) Aspect. Cambridge: Cambridge University Press.
37. Crawford, J. (1995) Bilingual Education: History, Politics, Theory and Practice (3rd edn). Los Angeles: Bilingual Educational Services.
38. de Courcy, M. (2002) Learners’ Experiences of Immersion Education: Case Studies of French and Chinese. Clevedon, UK: Multilingual Matters.
39. Delgado-Larocco, E. (1998) Classroom processes in a two-way immersion kindergarten classroom. Unpublished doctoral dissertation, University of California, Davis.
40. Dillard, J.L. (1975) Toward a Social History of American English. Contributions to the Sociology of Language 39. New York: Random House.
41. Donato, R. (1994) Collective scaffolding in second language learning. In J. Lantolf and G. Appel (eds) Vygotskian Approaches to Second LanguageResearch. Norwood, NJ: Ablex.
42. Duff, P. (1995) An ethnography of communication in immersion classrooms in Hungary. TESOL Quarterly 29 (3), 505-37.
43. Duff, P. (1997) Immersion in Hungary: An EFL experiment. In R. Johnson and M. Swain (eds) Immersion: International Perspectives (pp. 44-62). Cambridge: Cambridge University Press.
44. Edelsky, C. and Hudelson, S. (1982) The acquisition (?) of Spanish as a second language. In F. Barkin, E. Brandt A. and J. Ornstein-Galicia (eds) Bilingualism and Language Contact (pp. 203-27). New York: Teacher’s College Press.
45. Elías-Olivares, L., Leone, E. A., Cisneros, R. and Gutiérrez, J. (eds) (1985) Spanish Language Use and Public Life in the USA. Berlin: Mouton Publishers.
46. Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.
47. Fasold, R. (1984) The Sociolinguistics of Society. New York: Blackwell.
48. Feenstra, H.J. (1969) Parents and teacher attitudes: Their role in second-language acquisition. Canadian Modern Language Review 26, 5-13.
49. Félix-Brasdefer, F. (In progress). Exploring the grammatical performance of dual immersion students at the end of fifth grade.
50. Ferguson, C. (1972) Diglossia. In P.P. Giglioli (ed.) Language and Social Context (pp. 232-52). Harmondsworth: Penguin.
51. Feuerverger, G. (2001) Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel. New York: RoutledgeFalmer.
52. Flores, W. (2001) Características de la buena escritura en espanol [Traits of Effective Spanish Writing]. Portland, OR: Northwest Regional Educational Laboratory.
53. Fortune, T. (2000) Immersion teaching strategies observation checklist. ACIE Newsletter 4 (1).
54. Fortune, T. (2001) Understanding immersion students’ oral language use as a mediator of social interaction in the classroom. Unpublished doctoral dissertation, The University of Minnesota, Minneapolis.
55. Fortune, T. (2005) Immersion student language use across program contexts: Internal and external influences. Presentation at the 14th World Congress of Applied Linguistics.
56. Freeman, D. (1998) Bilingual Education and Social Change. Clevedon: Multilingual Matters.
57. Gal, S. (1979) Language Shift, Social Determinants of Linguistic Change in Bilingual Austria. New York: Academic Press.
58. Genesee, F. (1978) A longitudinal evaluation of an early immersion school program. Canadian Journal of Education 3, 31-50.
59. Genesee, F. (1983) Bilingual education of majority language children: The immersion experiments in review. Applied Psycholinguistics 4, 1-46.
60. Genesee, F. (1985) Second language learning through immersion: A review of U.S. programs. Review of Educational Research 55, 541-61.
61. Genesee, F. (1987) Learning through Two Languages: Studies of Immersion and Bilingual Education. Cambridge, MA: Newbury House.
62. Genesee, F. (1991) Second language learning in school settings: Lessons from immersion. In A. Reynolds (ed.) Bilingualism, Multculturalism, and Second Language Learning: The McGill Conference in Honor of Wallace E. Lambert (pp. 183-201). Hillsdale, NJ: Lawrence Erlbaum.
63. Grosjean, F. (1998) Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition 1, 131-49.
64. Hadi-Tabassum, S. (2006) Language, Space and Power: A Critical Look at Bilingual Education. Clevedon: Multilingual Matters.
65. Harley, B. (1984) How good is their French? Language and Society 10, 55-60.
66. Harley, B. (1989) Functional grammar in French immersion: A classroom experiment. Applied Linguistics 10 (3), 331-59.
67. Harley, B., Cummins, J., Swain, M. and Allen, P. (1990) The nature of language proficiency. In B. Harley, P. Allen, J. Cummins and M. Swain (eds) The Development of Second Language Proficiency (pp. 7-25). Cambridge: Cambridge University Press.
68. Harley, B. and Swain, M. (1977) An analysis of verb form and function in the speech of French immersion pupils. Working Papers on Bilingualism 14, 31-40.
69. Harley, B. and Swain, M. (1984) The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper and P. Howatts (eds) Interlanguage (pp. 291-311). Edinburgh: Edinburgh University Press.
70. Hasbún, L. (1995) The role of lexical aspect in the acquisition of tense and grammatical aspect in Spanish as a foreign language. Doctoral dissertation, Indiana University, Bloomington.
71. Hatch, E. (1992) Discourse and Language Education. Cambridge: Cambridge University Press.
72. Heitzman, S. (1994) Language use in full immersion classrooms: Public and private speech. ERIC document ED 372-622.
73. Holobow, N., Genesee, F., Lambert, W., Met, M. and Gastright, J. (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.
74. Hornberger, N. (1991) Extending enrichment bilingual education: Revisiting typologies and redirecting policy. In O. García (ed.) Bilingual Education: Focusschrift in Honor of Joshua A. Fishman on the Occasion of his 65th Birthday (Vol. 1) (pp. 215-34). Philadelphia: John Benjamins.
75. Hornberger, N. (1989) Haku Yachaywasiman: la educación bilingüe y el futuro del quechua en Puno. Lima-Puno: Programa de educación bilingüe de Puno.
76. Hymes, D.H. (1971). On Communicative Competence. Philadelphia: University of Pennsylvania Press.
77. Illinois State Board of Education (2002) Illinois School report card. On WWW at http://www.isbe.state.il.us/research/htmls/report card.htm. Accessed March 7, 2006.
78. Jackson, P. and Costa, C. (1974) The inequality of educational opportunity in the Southwest: An observational study of ethnically mixed classrooms. American Educational Research Journal 11, 219-29.
79. Johnson, R.K. (1997) The Hong Kong education system: Late immersion under stress. In R. Johnson and M. Swain (eds) Immersion: International Perspectives (pp. 171-89). Cambridge: Cambridge University Press.
80. Kasper, G. and Dahl, M. (1991) Research methods in interlanguage pragmatics. Studies in Second Language Acquisition 13, 215-47.
81. Kasper, G. and Rose, K. (2002) Pragmatic Development in a Second Language. Oxford: Blackwell.
82. Kirk Senesac, B. (2002) Two-way bilingual immersion: A portrait of quality schooling. Bilingual Research Journal, 26 (1), 85-101.
83. Kirk, J.M. (2000) Corpora Galore, Analyses and Techniques in Describing English. Rodopi: Amsterdam-Atlanta, GA.
84. Koike, D. (1989) Pragmatic competence and adult L2 acquisition: Speech acts and L2 Acquisition. Modern Language Journal 73 (3), 279-89.
85. Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
86. Krashen, S. (1982) Principles and Practice in Second Language Acquisition. New York: Pergamon Press.
87. Labov, W. (1972) The linguistic consequences of being a lame. In Language in the Inner City (pp. 255-92). Philadelphia: University of Pennsylvania Press.
88. Lambert, W. (1984) An overview of issues in immersion education. Studies on Immersion Education: A Collection for United States Educators (pp. 8-29). Sacramento, CA: California State Department of Education.
89. Lambert, W. and Tucker, G. (1972) The Bilingual Education of Children: The St. Lambert Experiment. Rowley, MA: Newbury House.
90. Lavandera, B. (1984) Variación y significado. Buenos Aires: Hachette.
91. Levinson, S. (1983) Pragmatics. Cambridge: Cambridge University Press.
92. Lim Swee English, A., Gan, L. and Sharpe, P. (1997) Immersion in Singapore preschools. In R. Johnson and M. Swain (eds) Immersion: International Perspectives (pp. 190-209). Cambridge: Cambridge University Press.
93. Lindholm, K. (1987) Directory of Bilingual Immersion Programs: Two-Way Bilingual Education for Language Minority and Majority Students. Los Angeles: University of California at Los Angeles, Center for Language Education and Research.
94. Lindholm, K. and Aclan, Z. (1991) Bilingual proficiency as a bridge to academic achievement: Results from bilingual/immersion programs. Journal of Education 173 (2), 99-113.
95. Lindholm-Leary, K. (2000) Biliteracy for a Global Society: An Idea Book on Dual Language Education. Washington, DC: National Clearinghouse for Bilingual Education.
96. Lindholm-Leary, K. (2001) Dual Language Education. Clevedon: Multilingual Matters.
97. Liu, G. (1994) Interaction and SLA: A case study. Unpublished manuscript, Deakin University, Melbourne, Australia.
98. Loban (1976) Language Development: Kindergarten through Grade 12. Urbana, IL: NCTE.
99. London Times Educational Supplement (2003) Turning teaching upside down (May 16, 2003). On WWW at http://www.tes.co.uk/search/story/?story id=379442. Accessed March 8, 2006.
100. Long, M. (1981) Input, interaction and second language acquisition. Annals of the New York Academy of Sciences 379, 259-78.
101. Lyster, R. (1998) Form in immersion classroom discourse: In or out of focus? Canadian Journal of Applied Linguistics 20, 1-2.
102. Lyster, R. (2001) Negotiation of form, recases, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning 51 (1), 265-301.
103. Marckwardt, M.H. (1980) American English. Revised by J.L. Dillard. New York: Oxford University Press.
104. McCollum, P. (1994) Language use in two-way bilingual programs. IDRA Newsletter 21 (2), 1, 9-11.
105. McKay, S.L. and Wong, S.C. (1996) Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review 66 (3), 577-608.
106. Mejia, A.M. (ed.) Bilingual Education in South America. Clevedon, UK: Multilingual Matters.
107. Met, M. and Lorenz, E. (1997) Lessons from U.S. immersion programs: Two decades of experience. In R.K. Johnson and M. Swain (eds) Immersion Education: International Perspectives (pp. 243-64). Cambridge: Cambridge University Press.
108. Montrul, S. (2002) Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism: Language and Cognition 5 (1), 39-68.
109. Montrul and Potowski (under review). Command of gender agreement in school-age Spanish-English bilingual children.
110. Myers-Scotton, C. (1993) Dueling Languages: Grammatical Structure in Codeswitching. Oxford: Clarendon.
111. Northwest Regional Educational Laboratory (2002) Las características de la buena escritura (versión corta). On WWW at www.nwrel.org/assessment/ pdfRubrics/spanishrubric.pdf.
112. Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and Educational Change. Essex, UK: Pearson Education.
113. Nuttall, C. and Langhan, D. (1997) The Molteno Project: A case study of immersion for English-medium instruction in South Africa. In R. Johnson and M. Swain (eds) Immersion: International Perspectives (pp. 210-37). Cambridge: Cambridge University Press.
114. Ó Riagáin, P. (1988) Bilingualism in Ireland 1973-1983: An overview of national sociolinguistic surveys. International Journal of the Sociology of Language 70, 29-51.
115. Ortega, L. (2003) Syntactic complexity and L2 proficiency. Applied Linguistics 24 (4), 492-518.
116. Parker, J.E., Heitzman, S.M., Fjerstad, A.M., Babbs, L.M. and Cohen, A.D. (1995) Exploring the role of foreign language in immersion education. In F.R. Eckman, D. Highland, P.W. Lee, J. Milcham and R.R. Weber (eds) Second Language Acquisition Theory and Pedagogy (pp. 235-53). Mahwah, NJ: Lawrence Erlbaum.
117. Pérez, B. (2004) Becoming Bilterate: A Study of Two-Way Bilingual Immersion Education. Mahwah, NJ: Lawrence Erlbaum.
118. Plann, S. (1979) Morphological problems in the acquisition of Spanish in an immersion classroom. In R. Andersen (ed.) The Acquisition and Use of Spanish and English as First and Second Languages (pp. 119-32). Washington, DC: TESOL.
119. Potowski, K. (2004) Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. Modern Language Journal 88 (1), 75-101.
120. Potowski, K. (2005) Fundamentos en la enseñanza del español a hispanohablantes en los Estados Unidos. Madrid: Arco.
121. Romaine, S. (1995) Bilingualism (2nd edn). Oxford, UK: Basil Blackwell.
122. Salaberry, R. (2000) The Development of Past Tense Morphology in L2 Spanish. Philadelphia: John Benjamins.
123. Schumann, J. (1978) The acculturation model for second-language acquisition. In R.C. Gringas (ed.) Second Language Acquisition and Foreign Language Teaching (pp. 27-50). Washington, DC: Center for Applied Linguistics.
124. Shirai, Y. and Andersen, R. (1995) The acquisition of tense-aspect morphology: A prototype account. Language 71 (4), 743-62.
125. Silva Corvalán, Carmen (2003) Linguistic consequences of reduced input in bilingual first language acquisition. In S. Montrul and F. Ordóñez (eds) Linguistic Theory and Language Development in Hispanic Languages. Sommerville, MA: Cascadilla Press.
126. Silva Corvalán, C. (1994) Language Contact and Change: Spanish in Los Angeles. Oxford: Clarendon.
127. Slaughter, H. (1997) indigenous language immersion in Hawai’i: A case study of Kula Kaiapuni Hawai’i, and effort to save the indigenous language of Hawai’i. In R. K. Johnson and M. Swain (eds) Immersion Education: International Perspectives (pp. 105-129). Cambridge: Cambridge University Press.
128. Snow, M.A., Padilla, A. and Campbell, R. (1988). Patterns of second language retention of graduates of a Spanish immersion program. Applied Linguistics 9, 182-97.
129. Soltero, S.W. (2004) Dual Language: Teaching and Learning in Two Languages. Boston: Pearson Education.
130. Spezzini, S. (2005) English immersion in Paraguay: Individual and sociocultural dimensions of language learning and use. In A.M. Mejia (ed.) Bilingual Education in South America (pp. 79-98). Clevedon, UK: Multilingual Matters.
131. Swain, M. (1981) Linguistic environment as a factor in the acquisition of target language skills. In R. Andersen (ed.) Second Language Acquisition and Use under Different Circumstances (pp. 104-22). Rowley, MA: Newbury House.
132. Swain, M. (1985) Communicative competence: Some roles for comprehensible input and comprehensible output in its development. In S. Goss and C. Madden (eds) Input in Second Language Acquisition (pp. 235-56). Rowley, MA: Newbury House.
133. Swain, M. and Carroll, S. (1987) The immersion observation study. In B. Harley, P. Allen, J. Cummins and M. Swain (eds) The Development of Bilingual Proficiency: Final Report (Vol. 2) (pp. 190-263). Toronto: Modern Language Center, O.I.S.E.
134. Swain, M. and Johnson, R.K. (1997) Immersion education: A category within bilingual education. In R.K. Johnson and M. Swain (eds) Immersion Education: International Perspectives (pp. 1-16). Cambridge: Cambridge University Press.
135. Swain, M. and Lapkin, S. (1982) Evaluating Bilingual Education: A Canadian Case Study. Clevedon: Multilingual Matters.
136. Swain, M. and Lapkin, S. (1990) Aspects of the sociolinguistic performance of early and late French immersion students. In R. Scarcella and S. Krashen (eds) Developing Communicative Competence in a Second Language (pp. 41-54). New York: Newbury House.
137. Swain, M. and Lapkin, S. (1998) Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal 82 (3), 320-37.
138. Tardiff, C. (1994) Classroom teacher talk in early immersion. Canadian Modern Language Review 50 (3), 466-81.
139. Tarone, E. and Swain, M. (1995) A sociolinguistic perspective on second language use in immersion classrooms. Modern Language Journal 79, 166-78.
140. Tedick, D. and Fortune, T. (2004) Immersion student output: Exploring 5th graders oral language use practices. Paper presented at at the annual meeting of the American Association of Applied Linguistics, Portland, OR (May 1).
141. Tedick, D., Walker, C. and Fortune, T. (2004) The complexity of integrating language and content in immersion teaching. Paper presented at at the annual meeting of the American Association of Applied Linguistics, Portland, OR (May 4).
142. Thomas, W. and Coller, V. (1997) School Effectiveness for Language Minority Students. Washington, DC: National Clearinghouse for Bilingual Education.
143. Toohey, K. (2000) Learning English at School: Identity, Social Relations and Classroom Practice. Clevedon, UK: Multilingual Matters.
144. Tucker, R. and Lambert, W. (1973) Sociocultural aspects of language study. In J. Oller and J. Richards (eds) Focus on the learner. Rowley, MA: Newbury House.
145. United States Department of Education (2000) Remarks as prepared for delivery by U.S. Secretary of Education Richard W. Riley: “Excelencia Para Todos-Excellence for All. The Progress of Hispanic Education and the Challenges of a New Century.’’ On WWW at http://www.ed.gov/Speeches/03-2000/000315.html.
146. Urow, C. and Sontag, J. (2001) Creating community - Un mundo entero: The Inter-American experience. In J. Burton (series ed.), D. Christian and F. Genesee (volume eds) Case Studies in TESOL Practice Series. Bilingual education (pp. 11-25). Alexandria, VA: Teachers of English to Speakers of Other Languages.
147. Valdés, G. (1997) Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review 67 (3), 391-429.
148. Valdés, G. (2005) Making connections: Second language acquisition research and heritage language teaching. In R. Salaberry and B. Lafford (eds) Spanish Second Language Acquisition: State of the Art of Application. Washington, DC: Georgetown University Press.
149. Willett, J. (1995) Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly 29, 473-503.
150. World-Class Instructional Design and Assessment (WIDA) (2006) Spanish Language Arts Standards. Madison, WI: State of Wisconsin.
151. Wright, R. (1996) A study of the acquisition of verbs of motion by grade 4/5 early French immersion students. Canadian Modern Language Review 53 (1), 257-80.
152. Zucker, C. (1995) The role of ESL in a dual language program. Bilingual Research Journal 19 (3-4), 513-23.