A review of Korean/English and Mandarin/English dual language programs in the United States

References

1. American Council on The Teaching of Foreign Languages
   American Council on The Teaching of Foreign Languages (2012) ACTFL Proficiency Guidelines 2012. https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012.s
   [Google Scholar]
2. Avant Assessment
   Avant Assessment (2020) Avant STAMP annual averages 2018–2019. Retrieved on14 June, 2020fromhttps://static1.squarespace.com/static/5b5110cda9e0283700e2a0fa/t/5e5fefa4c855db313304d60e/1583345582441/STAMP+2018_2019+National+Averages_withcopyright.pdf
3. Bae, J.
   (2006) Reading ability in Korean as a first and second Language achieved during the early phase of Korean/English immersion education in America. Language Research, 42(1), 161–185.
   [Google Scholar]
4. Bae, J.
   (2007) Development of English skills need not suffer as a result of immersion: Grades 1 and 2 writing assessment in a Korean/English two-way immersion program. Language Learning, 57(2), 299–332. 10.1111/j.1467‑9922.2007.00410.x
   https://doi.org/10.1111/j.1467-9922.2007.00410.x [Google Scholar]
5. Baker, C.
   (2011) Foundations of bilingual education and bilingualism (5th ed.). Bristol: Multilingual Matters.
   [Google Scholar]
6. Ballinger, S.
   (2003) Oral language use in dual immersion classrooms (Unpublished master’s thesis). McGill University, Montreal, Quebec, Canada.
   [Google Scholar]
7. Barnett, W. S. , Yarosz, D. J. , Thomas, J. , Jung, K. , & Blanco, D.
   (2007) Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22(3), 277–293. 10.1016/j.ecresq.2007.03.003
   https://doi.org/10.1016/j.ecresq.2007.03.003 [Google Scholar]
8. Beeman, K. , & Urow, C.
   (2013) Teaching for biliteracy: Strengthening bridges between langauges. Philadelphia, PA: Caslon.
   [Google Scholar]
9. Burkhauser, S. , Steele, J. L. , Li, J. , Slater, R. O. , Bacon, M. , & Miller, T.
   (2016) Partner-language learning trajectories in Dual-Language Immersion: Evidence from an urban district. Foreign Language Annals, 49(3), 415–433. doi:  10.1111/flan.12218
   https://doi.org/10.1111/flan.12218 [Google Scholar]
10. Cammarata, L. , & Tedick, D. J.
    (2012) Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96(2), 251–269. doi:  10.1111/j.1540‑4781.2012.01330.x
    https://doi.org/10.1111/j.1540-4781.2012.01330.x [Google Scholar]
11. Carrigo, D. L.
    (2000) Just how much English are they using? Teacher and *student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes (Document No. 9968292, doctoral dissertation, Harvard University). ProQuest Dissertations & Theses A&I.
    [Google Scholar]
12. Center for Applied Linguistics
    Center for Applied Linguistics (2011) Directory of two-way bilingual immersion programs in the U.S.Retrieved on23 November, 2020fromwww.cal.org/twi/directory
13. Choi, J. Y. , Lee, J. S. , & Oh, J. S.
    (2018) Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools. Journal of Early Childhood Research, 16(1), 32–51. doi:  10.1177/1476718X15610597
    https://doi.org/10.1177/1476718X15610597 [Google Scholar]
14. Christian, D.
    (1996) Two-way immersion education: Students learning through two languages. The Modern Language Journal, 80(1), 66–76. 10.1111/j.1540‑4781.1996.tb01139.x
    https://doi.org/10.1111/j.1540-4781.1996.tb01139.x [Google Scholar]
15. Christian, D.
    (2016) Dual language education: Current research perspectives. International Multilingual Research Journal, 10(1), 1–5. doi:  10.1080/19313152.2016.1118666
    https://doi.org/10.1080/19313152.2016.1118666 [Google Scholar]
16. Collier, V. P. , & Thomas, W. P.
    (2004) The astounding effectiveness of dual language education for all. Fairfax, VA: George Mason University.
    [Google Scholar]
17. Collier, V. P. , & Thomas, W. P.
    (2009) Educating English learners for a transformed world. El Monte, CA: Fuente Press.
    [Google Scholar]
18. Cummins, J.
    (1981) The role of primary language development in promoting educational success for language minority students. Los Angeles CA: Evaluation, Dissemination and Assessment Center, California State University and California Department of Education.
    [Google Scholar]
19. Cummins, J.
    (1998) Immersion education for the millennium: What have we learned from 30 years of research on second language immersion?In M. R. Childs & R. M. Bostwick (Eds.), Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education (pp.34–47). Numazu, Shizuoka, Japan: Katoh Gakuen.
    [Google Scholar]
20. de Jong, E. J.
    (2002) Effective bilingual education: From theory to academic achievement in a two-way bilingual program. Bilingual Research Journal, 26, 65–84. doi:  10.1080/15235882.2002.10668699
    https://doi.org/10.1080/15235882.2002.10668699 [Google Scholar]
21. de Jong, E. J. , & Bearse, C. I.
    (2014) Dual language programs as a strand within a secondary school: Dilemmas of school organization and the TWI mission. International Journal of Bilingual Education and Bilingualism, 17(1), 15–31. doi:  10.1080/13670050.2012.725709
    https://doi.org/10.1080/13670050.2012.725709 [Google Scholar]
22. de Jong, E. , & Howard, E.
    (2009) Integration in two-way immersion education: Equalising linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12(1), 81–99. doi:  10.1080/13670050802149531
    https://doi.org/10.1080/13670050802149531 [Google Scholar]
23. DePalma, R.
    (2010) Language use in the two-way classroom: Lessons from a Spanish-English bilingual kindergarten. Bristol: Multilingual Matters. 10.21832/9781847693020
    https://doi.org/10.21832/9781847693020 [Google Scholar]
24. Ee, J.
    (2018) Exploring Korean dual language immersion programs in the United States: Parents’ reasons for enrolling their children. International Journal of Bilingual Education and Bilingualism, 21(6), 690–709. 10.1080/13670050.2016.1208144
    https://doi.org/10.1080/13670050.2016.1208144 [Google Scholar]
25. Everson, M. E.
    (2011) Literacy development in Chinese as a foreign language. In Everson, M. E. & Xiao, Y. (Eds), Teaching Chinese as a foreign language: Theories and applications (pp.97–112). Boston, MA: Cheng & Tsui Publishing Company.
    [Google Scholar]
26. Feinauer, E. , & Howard, E. R.
    (2014) Attending to the third goal: Cross-cultural competence and identity development in two-way immersion programs. Journal of Immersion and Content-Based Language Education, 2(2), 257–272. doi:  10.1075/jicb.2.2.07fei
    https://doi.org/10.1075/jicb.2.2.07fei [Google Scholar]
27. Fortune, T.
    (2001) Understanding immersion students’ oral language use as a mediator of social interaction in the classroom (Document No. 3014847, doctoral dissertation, University of Minnesota). ProQuest Dissertations & Theses A&I.
    [Google Scholar]
28. Fortune, T.
    (2012) What the research says about immersion was written. InChinese language learning in the early grades: A handbook of resources and best practices for Mandarin immersion (pp.9–13). New York, NY: Asia Society.
    [Google Scholar]
29. Fortune, T. & Ju, Z.
    (2017) Assessing and exploring the oral proficiency of young Mandarin immersion learners. Annual Review of Applied Linguistics, 37, 264–287. doi:  10.1017/S0267190517000150
    https://doi.org/10.1017/S0267190517000150 [Google Scholar]
30. Fortune, T. W. , & Song, W.
    (2016) Academic achievement and language proficiency in early total Mandarin immersion education. Journal of Immersion and Content-Based Language Education, 4(2), 168–197. doi:  10.1075/jicb.4.2.02for
    https://doi.org/10.1075/jicb.4.2.02for [Google Scholar]
31. Fortune, T. & Tedick, D.
    (2008) One-way, two-way and indigenous immersion: A call for cross-fertilization. In T. Fortune & D. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp.3–21). Bristol: Multilingual Matters. 10.21832/9781847690371‑004
    https://doi.org/10.21832/9781847690371-004 [Google Scholar]
32. Fortune, T. W. , & Tedick, D.
    (2015) Oral Proficiency Assessment of English-Proficient K-8 Spanish Immersion Students. Modern Language Journal, 99(4), 637–655. doi:  10.1111/modl.12275
    https://doi.org/10.1111/modl.12275 [Google Scholar]
33. García, O. , Johnson, S. I. , & Seltzer, K.
    (2017) The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.
    [Google Scholar]
34. Genesee, F.
    (1994) Educating second language children: The whole child, the whole curriculum, the whole community. Cambridge: Cambridge University Press.
    [Google Scholar]
35. Genesee, F.
    (2008) Dual language in the global village. In T. Fortune & D. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp.22–45). Bristol: Multilingual Matters. 10.21832/9781847690371‑005
    https://doi.org/10.21832/9781847690371-005 [Google Scholar]
36. Genesee, F. , Lindholm-Leary, K. , Saunders, W. , & Christian, D.
    (2005) English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10, 363–385. 10.1207/s15327671espr1004_2
    https://doi.org/10.1207/s15327671espr1004_2 [Google Scholar]
37. Gómez, L. , Freeman, D. , & Freeman, Y.
    (2005) Dual language education: A promising 50–50 model. Bilingual Research Journal, 29(1), 145–164. doi:  10.1080/15235882.2005.10162828
    https://doi.org/10.1080/15235882.2005.10162828 [Google Scholar]
38. Gorman, B. K. , & Gillam, R. B.
    (2003) Phonological awareness in Spanish: A tutorial for speech-language pathologists. Communication Disorders Quarterly, 25(1), 13–22. 10.1177/15257401030250010301
    https://doi.org/10.1177/15257401030250010301 [Google Scholar]
39. Gort, M.
    (2002) A preliminary model of bilingual writing development for Spanish-dominant and English-dominant students: Portraits from dual language classrooms. ERIC DOC 475 741
    [Google Scholar]
40. Gort, M.
    (2006) Strategic codeswitching, interliteracy, and other phenomena of emergent bilingual writing: Lessons from first grade dual language classrooms. Journal of Early Childhood Literacy, 6(3), 323–354. doi:  10.1177/1468798406069796
    https://doi.org/10.1177/1468798406069796 [Google Scholar]
41. Ha, J. H.
    (2001) English-speaking students’ written language development in Korean in a Korean/English two-way immersion program. In J. J. Ree (Ed.), The Korean language in America, Volume 6. Papers from the Annual Conference and Teacher Training Workshop on the Teaching of Korean Language, Culture, and Literature (pp.299–308). American Association of Teachers of Korean.
    [Google Scholar]
42. Hanley, J. R.
    (2005) Learning to read in Chinese. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp.216–335). Oxford: Blackwell. 10.1002/9780470757642.ch17
    https://doi.org/10.1002/9780470757642.ch17 [Google Scholar]
43. Hayes, R.
    (2005) Conversation, negotiation, and the work as deed: Linguistic interaction in a dual language program. Linguistics and Education, 16, 93–112. 10.1016/j.linged.2005.11.002
    https://doi.org/10.1016/j.linged.2005.11.002 [Google Scholar]
44. Howard, E. R. , & Christian, D.
    (2002) Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. Washington, DC: Center for Research on Education, Diversity & Excellence.
    [Google Scholar]
45. Howard, E. R. , Christian, D. & Genesee, F.
    (2004) The development of bilingualism and biliteracy from Grades 3 to 5: A summary of findings from the CAL/CREDE study of two-way immersion education. Washington, DC: Center for Research on Education, Diversity & Excellence and Center for Applied Linguistics.
    [Google Scholar]
46. Howard, E. R. , Lindholm-Leary, K. J. , Rogers, D. , Olague, N. , Medina, J. , Barbara, K. , & Christian, D.
    (2018) Guiding principles for dual language education (3rd ed.). Washington, DC: Center for Applied Linguistics.
    [Google Scholar]
47. Howard, E. R. , Sugarman, J. , & Christian, D.
    (2003) Trends in two-way immersion education: A review of the research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed at Risk (CRESPAR).
    [Google Scholar]
48. Huang, H. S. , & Hanley, J. R.
    (1995) Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54(1), 73–98. doi: 10.1016/001002779400641W [pii]
    https://doi.org/10.1016/001002779400641W [Google Scholar]
49. Jeong, E.
    (2012) An analysis of students’ Korean language use in a Korean-English two-way immersion classroom (Document No. 3540187, doctoral dissertation, University of California, Santa Barbara). ProQuest Dissertations & Theses A&I.
    [Google Scholar]
50. Kim, Y. K. , Hutchison, L. A. , & Winsler, A.
    (2015) Bilingual education in the United States: An historical overview and examination of two-way immersion. Educational Review, 67(2), 236–252. doi:  10.1080/00131911.2013.865593
    https://doi.org/10.1080/00131911.2013.865593 [Google Scholar]
51. Kovelman, I. , Baker, S. A. , & Petitto, L.-A.
    (2008) Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203–223. 10.1017/S1366728908003386
    https://doi.org/10.1017/S1366728908003386 [Google Scholar]
52. Kwon, O.
    (2001) Korean interlanguage errors of the American children in a bilingual immersion program in the US. Journal of the College of Education of Seoul National University, 66. Retrieved on24 November, 2020fromhttps://www.semanticscholar.org/paper/Korean-Interlanguage-Errors-of-the-American-in-a-in-Kwon/2dcbea5fbf2ae7341ae40a81e776fb03bed41f31?p2df
    [Google Scholar]
53. Lao, C.
    (2004) Parents’ attitudes toward Chinese-English bilingual education and Chinese- language use. Bilingual Research Journal, 28(1), 99–121. doi:  10.1080/15235882.2004.10162614
    https://doi.org/10.1080/15235882.2004.10162614 [Google Scholar]
54. Lee, J. S. , Hill-Bonnet, L. & Gillispie, J.
    (2008) Learning in two languages: Interactional spaces for becoming bilingual speakers. International Journal of Bilingual Education and Bilingualism, 11(1), 75–94. 10.2167/beb412.0
    https://doi.org/10.2167/beb412.0 [Google Scholar]
55. Lee, J. S. , Hill-Bonnet, L. , & Raley, J.
    (2011) Examining the effects of language brokering on student identities and learning opportunities in dual immersion classrooms. Journal of Language, Identity & Education, 10(5), 306–326. 10.1080/15348458.2011.614544
    https://doi.org/10.1080/15348458.2011.614544 [Google Scholar]
56. Lee, J. S. & Jeong, E.
    (2013) Korean-English dual language immersion: Perspectives from students, parents and teachers. Language, Culture and Curriculum, 26(1), 89–107. 10.1080/07908318.2013.765890
    https://doi.org/10.1080/07908318.2013.765890 [Google Scholar]
57. Lee, S. Y.
    (2003) Contexts of language use in a two-way immersion program: Examining dimensions and dynamics of language and literacy practices (Unpublished doctoral dissertation). University of California, Berkeley, CA.
    [Google Scholar]
58. Lee, S. Y.
    (2007) Language policy in a Korean-English two-way immersion setting. Language, Culture and Curriculum, 20(2), 109–125. 10.2167/lcc329.0
    https://doi.org/10.2167/lcc329.0 [Google Scholar]
59. Lee, W.
    (2018) Who is proficient? An investigation of bilingual language proficiency and its influence on classroom practices in a first-grade Korean/English two way immersion classroom (Document No. 10936899, doctoral dissertation, University of California, Santa Barbara). ProQuest Dissertations & Theses A&I.
    [Google Scholar]
60. Lee, W. , & Lee, J. S.
    (2017) Math instruction is not universal: Language-specific pedagogical knowledge in Korean/English two-way immersion programs. Bilingual Research Journal, 40(4), 353–371. doi:  10.1080/15235882.2017.1380729
    https://doi.org/10.1080/15235882.2017.1380729 [Google Scholar]
61. Li, C. , & Thompson, S.
    (1981) A functional reference grammar of Mandarin Chinese. Berkeley, CA: University of California Press.
    [Google Scholar]
62. Li, H.
    (2014) Teaching Chinese literacy in the early years: Psychology, pedagogy and practice. London: Routledge. 10.4324/9781315814285
    https://doi.org/10.4324/9781315814285 [Google Scholar]
63. Li, W.
    (2018) Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. 10.1093/applin/amx039
    https://doi.org/10.1093/applin/amx039 [Google Scholar]
64. Lindholm-Leary, K.
    (2001) Dual language education. Bristol: Multilingual Matters. 10.21832/9781853595332
    https://doi.org/10.21832/9781853595332 [Google Scholar]
65. Lindholm-Leary, K.
    (2011) Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. In D. J. Tedick , D. Christian , & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp.81–103). Bristol: Multilingual Matters. 10.21832/9781847694041‑008
    https://doi.org/10.21832/9781847694041-008 [Google Scholar]
66. Lindholm-Leary, K.
    (2016) Students’ perceptions of bilingualism in Spanish and Mandarin dual language programs. International Multilingual Research Journal, 10(1), 59–70. 10.1080/19313152.2016.1118671
    https://doi.org/10.1080/19313152.2016.1118671 [Google Scholar]
67. Lindholm-leary, K. , & Genesee, F.
    (2014) Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2(2), 165–180. doi:  10.1075/jicb.2.2.01lin
    https://doi.org/10.1075/jicb.2.2.01lin [Google Scholar]
68. Lindholm-Leary, K. , & Hernández, A.
    (2011) Achievement and language proficiency of Latino students in dual language programmes: Native English speakers, fluent English/previous ELLs, and current ELLs. Journal of Multilingual and Multicultural Development, 32(6), 531–545. 10.1080/01434632.2011.611596
    https://doi.org/10.1080/01434632.2011.611596 [Google Scholar]
69. Lindholm-Leary, K. , & Howard, E. R.
    (2008) Language development and academic achievement in two-way immersion programs. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to Multilingualism (pp.177–200). Bristol: Multilingual Matters. 10.21832/9781847690371‑012
    https://doi.org/10.21832/9781847690371-012 [Google Scholar]
70. Linnell, J. D.
    (2001) Chinese as a second/foreign language teaching and research: changing classroom contexts and teacher choices. Language Teaching Research, 5(1), 54–81. 10.1177/136216880100500104
    https://doi.org/10.1177/136216880100500104 [Google Scholar]
71. Lü, C.
    (2016) Meiguo chenjinshi xiaoxue he zhongwen xuexiao xueshengde zhongwen yuedu xide de fazhan yanjiu [Chinese reading development among young learners in a Chinese immersion program and a Chinese heritage language school]. Chinese Teaching in the World, 30(4), 550–562. doi:  10.13724/j.cnki.ctiw.2016.04.010
    https://doi.org/10.13724/j.cnki.ctiw.2016.04.010 [Google Scholar]
72. Lü, C.
    (2019) Chinese literacy learning in an immersion program. London: Palgrave Macmillan. 10.1007/978‑3‑030‑04987‑4
    https://doi.org/10.1007/978-3-030-04987-4 [Google Scholar]
73. Lü, C.
    (2020) Teaching and learning Chinese through immersion: A case study from the North American context. Frontiers of Education in China, 15(1), 99–141. doi:  10.1007/s11516‑020‑0005‑9
    https://doi.org/10.1007/s11516-020-0005-9 [Google Scholar]
74. Lyster, R.
    (2007) Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. 10.1075/lllt.18
    https://doi.org/10.1075/lllt.18 [Google Scholar]
75. Martin-Beltrán, M.
    (2010) Positioning proficiency: How students and teachers (de)construct language proficiency at school. Linguistics and Education, 21, 257–281. 10.1016/j.linged.2010.09.002
    https://doi.org/10.1016/j.linged.2010.09.002 [Google Scholar]
76. Martínez, R. A. , Hikida, M. , & Durán, L.
    (2015) Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 26–42. doi:  10.1080/19313152.2014.977712
    https://doi.org/10.1080/19313152.2014.977712 [Google Scholar]
77. McBride, C. A.
    (2015) Is Chinese special? Four aspects of Chinese literacy acquisition that might distinguish learning Chinese from learning alphabetic orthographies. Educational Psychology Review, 1–27. doi:  10.1007/s10648‑015‑9318‑2
    https://doi.org/10.1007/s10648-015-9318-2 [Google Scholar]
78. McCollum, P.
    (1994) Language use in two-way bilingual programs. Intercultural Development Research Association (IDRA) Newsletter, 21(2), 1, 9–11.
    [Google Scholar]
79. Miura, I. T.
    (1987) Mathematics achievement as a function of language. Journal of Educational Psychology, 79(1), 79. 10.1037/0022‑0663.79.1.79
    https://doi.org/10.1037/0022-0663.79.1.79 [Google Scholar]
80. Myles, F.
    (2017) Learning foreign languages in primary schools: Is younger better?Languages, Society & Policy. doi: 10.17863/CAM.9806
    https://doi.org/10.17863/CAM.9806 [Google Scholar]
81. Olmedo, I. M.
    (2005) The bilingual echo: Children as language mediators in a dual-language School. In M. Farr (Ed.), Latino language and literacy in ethnolinguistic Chicago (pp.135–153). Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
82. Otheguy, R. , García, O. , & Reid, W.
    (2015) Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. doi:  10.1515/applirev‑2015‑0014
    https://doi.org/10.1515/applirev-2015-0014 [Google Scholar]
83. Packard, J. L.
    (1990) Effects of time lag in the introduction of characters into the Chinese language curriculum. Modern Language Journal, 74, 167–175. 10.1111/j.1540‑4781.1990.tb02562.x
    https://doi.org/10.1111/j.1540-4781.1990.tb02562.x [Google Scholar]
84. Packard, J. L.
    (2000) The morphology of Chinese: A linguistic and cognitive approach. Cambridge: Cambridge University Press. 10.1017/CBO9780511486821
    https://doi.org/10.1017/CBO9780511486821 [Google Scholar]
85. Padilla, A. M. , Fan, L. , Xu, X. , & Silva, D.
    (2013) A Mandarin/English two-way immersion program : Language proficiency and academic achievement. Foreign Language Annals, 46(4), 661–679. doi:  10.1111/flan.12060
    https://doi.org/10.1111/flan.12060 [Google Scholar]
86. Padilla, A. M. , & Sung, H.
    (1999) The Stanford Foreign Language Oral Skills Evaluation Matrix (FLOSEM): A Rating Scale for Assessing Communicative Proficiency. ERIC.
    [Google Scholar]
87. Parents of Kids in Mandarin Immersion Education
    Parents of Kids in Mandarin Immersion Education (2019) Full U.S. Mandarin immersion school list. Retrieved on15 June, 2020fromhttps://miparentscouncil.org/full-mandarin-immersion-schoollist/
88. Parkes, J.
    (2008) Who chooses dual language education for their children and why. International Journal of Bilingual Education and Bilingualism, 11(6), 635–660. doi:  10.1080/13670050802149267
    https://doi.org/10.1080/13670050802149267 [Google Scholar]
89. Pasquarella, A. , Chen, X. , Lam, K. , Luo, Y. C. , & Ramirez, G.
    (2011) Research in reading cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, 34(1), 23–42. doi:  10.1111/j.1467‑9817.2010.01484.x
    https://doi.org/10.1111/j.1467-9817.2010.01484.x [Google Scholar]
90. Perfetti, C. A. , & Tan, L. H.
    (1998) The time course of graphic, phonological, and semantic activation in visual Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 101–118.
    [Google Scholar]
91. Potowski, K.
    (2007) Language and identity in a dual immersion school. Bristol: Multilingual Matters. 10.21832/9781853599453
    https://doi.org/10.21832/9781853599453 [Google Scholar]
92. Riches, C. , & Genesee, F.
    (2006) Cross-linguistic and cross-modal aspects of literacy development. In F. Genesee , K. Lindholm-Leary , W. Saunders & D. Christian (eds), Educating English Language Learners: A Synthesis of Research Evidence (pp.64–108). Cambridge: Cambridge University Press. 10.1017/CBO9780511499913.004
    https://doi.org/10.1017/CBO9780511499913.004 [Google Scholar]
93. Shinagawa, L. H. , & Kim, D. Y.
    (2008) A portrait of Chinese Americans. Santa Barbara, CA: UCSB, Linguistic Minority Research Institute.
    [Google Scholar]
94. Shu, H. , Anderson, R. C. , & Wu, N.
    (2000) Phonetic awareness: Knowledge of orthography-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92(1), 56–62. doi:  10.1037/0022‑0663.92.1.56
    https://doi.org/10.1037/0022-0663.92.1.56 [Google Scholar]
95. Shu, H. , Peng, H. , & McBride-Chang, C.
    (2008) Phonological awareness in young Chinese children. Developmental Science, 11(1), 171–181. doi:  10.1111/j.1467‑7687.2007.00654.x
    https://doi.org/10.1111/j.1467-7687.2007.00654.x [Google Scholar]
96. Siok, W. T. , & Fletcher, P.
    (2001) The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37(6), 886–899. doi:  10.1037//0012‑1649.37.6.886
    https://doi.org/10.1037//0012-1649.37.6.886 [Google Scholar]
97. Snow, M. A. , Met, M. , & Genesee, F.
    (1989) A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL, 23(2), 201–217. 10.2307/3587333
    https://doi.org/10.2307/3587333 [Google Scholar]
98. Sohn, S. , & C. Merrill
    (2008) The Korean/English dual language program in the Los Angeles Unified School District. In D. M. Brinton , O. Kagan , & S. Bauckus (eds.), Heritage language education: A new field emerging (pp.269–287). London: Routledge.
    [Google Scholar]
99. Steele, J. L. , Slater, R. O. , Miller, T. , Burkhauser, S. , & Bacon, M.
    (2017) Effects of dual- language immersion programs on student achievement: Evidence from lottery data. American Educational Research Journal, 54(1S), 282S–306S. doi:  10.3102/0002831216634463
    https://doi.org/10.3102/0002831216634463 [Google Scholar]
100. Stoller, F. L.
     (2004) Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261. 10.1017/S0267190504000108
     https://doi.org/10.1017/S0267190504000108 [Google Scholar]
101. Tedick, D. J. , Christian, D. , & Fortune, T. W.
     (2011) The future of immersion education: An invitation to “dwell in possibility.” In D. J. Tedick , D. Christian , & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp.1–12). Bristol: Multilingual Matters. 10.21832/9781847694041‑004
     https://doi.org/10.21832/9781847694041-004 [Google Scholar]
102. Thomas, W. P. , & Collier, V.
     (1997) School effectiveness for language minority students. Washington, BC: National Clearinghouse for Bilingual Education.
     [Google Scholar]
103. Thomas, W. P. & Collier, V.
     (2002) A national study of school effectiveness for language minority students’ long-term academic achievement. Retrieved on14 August 2007from: www.crede.ucsc.edu/research/llaa/1.1_final.html
104. Tong, X. , & McBride-Chang, C.
     (2010) Chinese-English biscriptal reading: Cognitive component skills across orthographies. Reading and Writing, 23(3), 293–310. doi:  10.1007/s11145‑009‑9211‑9
     https://doi.org/10.1007/s11145-009-9211-9 [Google Scholar]
105. Valdés, G.
     (1997) Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–429. 10.17763/haer.67.3.n5q175qp86120948
     https://doi.org/10.17763/haer.67.3.n5q175qp86120948 [Google Scholar]
106. Vos, J.
     (2008) Can preschool children be taught a second language?Early childhood News. Retrieved on1 November, 2019fromwww.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleId=60
     [Google Scholar]
107. Wang, M. , Park, Y. , & Lee, K. R.
     (2006) Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology, 98(1), 148–158. 10.1037/0022‑0663.98.1.148
     https://doi.org/10.1037/0022-0663.98.1.148 [Google Scholar]
108. Wang, M. , Perfetti, C. A. , & Liu, Y.
     (2005) Chinese-English biliteracy acquisition: Cross-language and writing system transfer. Cognition, 97(1), 67–88. doi:  10.1016/j.cognition.2004.10.001
     https://doi.org/10.1016/j.cognition.2004.10.001 [Google Scholar]
109. Wang, M. , & Yang, C. L.
     (2008) Learning to read Chinese: Cognitive consequences of cross- language and writing system difference. In K. Koda & A. M. Zehler (Eds), Learning to read across languages (pp.125–153). New York, NY: Taylor & Francis.
     [Google Scholar]
110. Wang, T.
     (2019) Curriculum bridging across Chinese and English instructional time in a dual language education program (Document No. 27540442, doctoral dissertation, University of California, Santa Barbara). ProQuest Dissertations & Theses A&I.
     [Google Scholar]
111. Watzinger-Tharp, J. , Rubio, F. , & Tharp, D. S.
     (2018) Linguistic performance of dual language immersion students. Foreign Language Annals, 51(3), 575–595. doi:  10.1111/flan.12354
     https://doi.org/10.1111/flan.12354 [Google Scholar]
112. Watzinger-Tharp, J. , Swenson, K. , & Mayne, Z.
     (2018) Academic achievement of students in dual language immersion. International Journal of Bilingual Education and Bilingualism, 21(8), 913–928. doi:  10.1080/13670050.2016.1214675
     https://doi.org/10.1080/13670050.2016.1214675 [Google Scholar]
113. Xiao, Y.
     (2011) Teaching Chinese orthography and discourse. In M. E. Everson & Y. Xiao (Eds), Teaching Chinese as a foreign language: Theories and applications (pp.113–130). New York, NY: Cheng & Tsui Publishing Company.
     [Google Scholar]
114. Xu, X. , & Padilla, A. M.
     (2013) Using meaningful interpretation and chunking to enhance memory: The case of chinese character learning. Foreign Language Annals, 46(3), 402–422. doi:  10.1111/flan.12039
     https://doi.org/10.1111/flan.12039 [Google Scholar]
115. Xu, X. , Padilla, A. M. , & Silva, D. M.
     (2015) Learner performance in mandarin immersion and high school world language programs: A comparison. Foreign Language Annals, 48(1), 26–38. doi:  10.1111/flan.12123
     https://doi.org/10.1111/flan.12123 [Google Scholar]
116. Zhou, Y. G.
     (1978) Xiandai hanzi shengpang bianyin gongneng wenti [How accurate do the phonetic radicals predict the pronunciation of modern Chinese characters]. Zhongguo Yuwen, 146, 172–177.
     [Google Scholar]