Integration in two-way immersion education: equalising linguistic benefits for all students

By E. D. de Jong, Elizabeth R. Howard. 2009

115 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6d9dc15fc8b2834d0130daa712bbda4868645755

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Susan Ballinger
2. R. Lyster
3. F. Genesee
4. Masatoshi Sato
5. Kazuya Saito
6. Younghee Sheen
7. K. Rajagopalan
8. R. Ellis

In Literature and Literary Theory

1. Susan Ballinger
2. R. Lyster
3. F. Genesee
4. Masatoshi Sato
5. Younghee Sheen
6. Kazuya Saito
7. R. Ellis
8. Hossein Nassaji

Citations in the corpus

• Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “The bias to use English is of particular concern in twoway immersion programs that include speakers of both the majority and the minority language because these programs aim to offer equitable linguistic support for both majority and minority language speakers (de Jong & Howard, 2009).”