Dual Language Instruction: A Handbook for Enriched Education

By N. Cloud, F. Genesee, E. Hamayan. 2000

323 citations recorded by the source corpus.

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Sustaining a Dual Language Immersion Program: Features of Success (2008, background): “Although some parents have a limited awareness of the scope of their children’s bilingual education program (Lee, 1999; Sheffer, 2003), parents whose children are enrolled in an immersion program tend to have high levels of involvement (Cloud et al., 2000).”
Integration in two-way immersion education: equalising linguistic benefits for all students (2009, background): “…native English speakers (particularly French immersion programmes in Canada) and bilingual education programmes for language minority students in the USA, and has been discussed extensively elsewhere (e.g. Christian 1996; Cloud, Genesee, and Hamayan 2000; Lindholm-Leary 2001, 2005; Valdés 1997).”
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education (2019, background): “While TWDL programs often have active parent participation (Cloud, Genesee, & Hamayan, 2000), which voices are heard and whose cultural practices are sanctioned must be examined.”
Middle-Class English Speakers in a Two-Way Immersion Bilingual Classroom: "Everybody Should Be Listening to Jonathan Right Now . . . " (2009, unknown): “Two-Way Immersion Bilingual”