Ko-Yin Sung and Hsiao-Mei Tsai. (2019). Mandarin Chinese Dual Language Immersion Programs

References

1. Flores, N., & García, O.
   (2017) A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14–29. doi:  10.1017/S0267190517000162
   https://doi.org/10.1017/S0267190517000162 [Google Scholar]
2. Koh, P. W., Chen, X., & Cummins, J., & Li, J.
   (2017) Literacy outcomes of a Chinese/English bilingual program in Ontario. Canadian Modern Language Review, 73(3), 343–367. doi:  10.3138/cmlr.3665
   https://doi.org/10.3138/cmlr.3665 [Google Scholar]
3. Lü, C.
   (2017) The roles of pinyin skill in English-Chinese biliteracy learning: Evidence from Chinese immersion learners. Foreign Language Annals, 50, 306–322. doi:  10.1111/flan.12269
   https://doi.org/10.1111/flan.12269 [Google Scholar]
4. Onovughe, O. G.
   (2012) Instructional strategies and resource utility in language teaching among basic educators in 21st century Nigeria. English Language Teaching, 5(5), 79–84.
   [Google Scholar]
5. Oxford, R. L.
   (1990) Language Learning Strategies. New York, NY: Newbury House.
6. Padilla, A. M., Fan, L., Xu, X., & Silva, D.
   (2013) Mandarin/English two-way immersion program: Language proficiency and academic achievement. Foreign Language Annals, 46, 661–679. doi:  10.1111/flan.12060
   https://doi.org/10.1111/flan.12060 [Google Scholar]
7. Palmer, D.
   (2010) Race, Power, and Equity in a Multiethnic Urban Elementary School with a Dual-Language “Strand” Program. Anthropology & Education Quarterly, 41(1), 94–114. doi:  10.1111/j.1548‑1492.2010.01069.x
   https://doi.org/10.1111/j.1548-1492.2010.01069.x [Google Scholar]