A Texas Two-way Bilingual Program: Its Effects on Linguistic and Academic Achievement

By Iliana Alanis. 2000

124 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ffb98cf22f0e6253a1ff800fd282c5629a875268

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. Deborah K. Palmer
2. Kathryn J. Lindholm-Leary
3. Nicholas C. Block
4. Mariela A. Rodríguez
5. Iliana Alanis
6. Melinda Martin‐Beltrán

In Literature and Literary Theory

1. Deborah K. Palmer
2. Nicholas C. Block
3. Kathryn J. Lindholm-Leary
4. Mariela A. Rodríguez
5. Iliana Alanis
6. Melinda Martin‐Beltrán

Citations in the corpus

• Middle-Class English Speakers in a Two-Way Immersion Bilingual Classroom: "Everybody Should Be Listening to Jonathan Right Now . . . " (2009, background): “TWI programs appear to afford higher achievement test scores for these children in both English and their primary language 182 TESOL QUARTERLY than either transitional bilingual education or an English-only approach (Alanis, 2000; Lindholm-Leary, 2001; Thomas & Collier, 2002).”
• Achievement in predominantly low SES/Hispanic dual language schools (2010, result): “Alanis (2000) disaggregated her experimental group from two schools according to language dominance and included comparison groups, thus using a research design most similar in the literature to the present study.”
• Sustaining a Dual Language Immersion Program: Features of Success (2008, background): “Dual language bilingual programs are an attempt to eliminate this minimalist form of bilingualism and to promote academic achievement for ELs as well as foreign language immersion for English-dominant students (Alanís, 2000; Lindholm-Leary, 2001).”