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Cited by

• 2016Academic achievement and language proficiency in early total Mandarin immersion education55 cited
• 2012Dual language programs as a strand within a secondary school: dilemmas of school organization and the TWI mission47 cited
• 2011The education of English language learners.45 cited
• 2017Assessing and Exploring the Oral Proficiency of Young Mandarin Immersion Learners37 cited
• 2016Students’ Perceptions of Bilingualism in Spanish and Mandarin Dual Language Programs33 cited
• 2015Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison32 cited
• 2017Challenges Encountered in a Chinese Immersion Program in the United States27 cited
• 2020Teaching and Learning Chinese through Immersion: A Case Study from the North American Context23 cited
• 2021The suitability of dual language education for diverse students23 cited
• 2022Chinese-English dual language bilingual education in the United States美国中英双语沉浸式教学17 cited
• 2022Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education13 cited
• 2013‘More than being in a class’: adolescents’ ethnolinguistic insights in a two-way dual-language program13 cited
• 2018“Learning Cantonese will help us”: Elementary school students’ perceptions of dual language education