Student Spanish Use and Investment in a Dual Immersion Classroom: Implications for Second Language Acquisition and Heritage Language Maintenance
By Kim Potowski. 2004
246 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/5556baccc11f43d102599f112ded789451998588
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Citations in the corpus
- Integration in two-way immersion education: equalising linguistic benefits for all students (2009, background): “Potowski (2004) argues that these linguistic choices are also bids for status in the classroom as English is still perceived as the language of power or belonging (Hadi-Tabassum 2006; McCollum 1999).”
- Code-Switching Patterns in the Writing-Related Talk of Young Emergent Bilinguals (2012, background): “This imbalance in code-switching patterns might reflect not only Spanish-dominant children’s shifting language preferences (Potowski, 2004) and their perceptions of the utility of code switching for Spanish versus English language academic tasks, but also their sensitivity to the dominance of Englis”
- Positioning proficiency: How students and teachers (de)construct language proficiency at school (2010, background): “…studies that include participant observation, interviews and audio recordings of classroom discourse (Freeman, 1998; Harklau, 1994; Palmer, 2009; Potowski, 2004; 3 I began this research understanding that this dual language school was embedded within a highly contested sociopolitical context in…”
- Middle-Class English Speakers in a Two-Way Immersion Bilingual Classroom: "Everybody Should Be Listening to Jonathan Right Now . . . " (2009, background): “These programs also appear to successfully offer English-speaking students an opportunity to learn a foreign language without any damage to their English language development or progress in school (Christian, 1994; Christian et al., 1997; Freeman, 1998; Lindholm-Leary, 2001; Potowski, 2004).”