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La inclusividad lingüística en la educación multilingüe de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersión dual
16 references·1 citing·42 second hop
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References

  • 2017Borderlands/La Frontera: The New Mestiza10,735 cited
  • 1985The Input Hypothesis: Issues and Implications3,894 cited
  • 1979Linguistic Interdependence and the Educational Development of Bilingual Children3,309 cited
  • 1986The Input Hypothesis: Issues and Implications3,032 cited
  • 2011Educating emergent bilinguals: policies, programs, and practices for English language learners613 cited
  • 2009Immersion and CLIL in English: more differences than similarities366 cited
  • 2005Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society328 cited
  • 2004Critical multiculturalism and second language education319 cited
  • 2020Pedagogy of hope: reliving pedagogy of the oppressed306 cited
  • 2012Balancing Content and Language in Instruction: The Experience of Immersion Teachers284 cited
  • 2010Identity Texts: The Collaborative Creation of Power in Multilingual Schools.263 cited
  • 1995A Sociolinguistic Perspective on Second Language Use in Immersion Classrooms257 cited
  • 2004Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance237 cited
  • 2009Achievement in predominantly low SES/Hispanic dual language schools204 cited

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  • 2013The International Imperative in Higher Education183 cited
  • 2013Bilingual Two-Way Immersion Programs Benefit Academic Achievement169 cited
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    • 2021Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms2 cited