Two-way and monolingual English immersion in preschool education: An experimental comparison

By W. Barnett, Donald J. Yarosz, Jessica Thomas, Kwanghee Jung, D. Blanco. 2007

318 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ff9eaf337f854de9a597703d1bb952db91e35be3

How researchers see this paper

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

In Developmental and Educational Psychology

1. Kathryn J. Lindholm-Leary
2. Rachel A. Valentino
3. Sean F. Reardon

In Language and Linguistics

1. Kathryn J. Lindholm-Leary
2. Rachel A. Valentino
3. Sean F. Reardon
4. Ilana M. Umansky

Citations in the corpus

• Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency (2014, background): “language and can lead to stronger achievement and second language development at the preschool (Barnett et al. 2007; Espinosa 2007, 2009; Lopez and Greenfield 2004) and elementary and secondary levels (Genesee et al.”
• Effectiveness of Four Instructional Programs Designed to Serve English Learners (2015, background): “…that by the end of the first grade, DI instruction led to significant gains in the Spanish language development of both language minority students and native English-speaking children without loss to their development of academic skills in English (Barnett, Yarosz, Thomas, Jung, & Blanco, 2007).”