Abstracts Archive

Whereas French immersion programs have traditionally served predominantly English-speaking, Canadian-born families, student demographics are changing as a result of increased migration to Canada. Researchers have found that newcomer, multilingual students and families are often highly motivated to l...

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In our presentation, we discuss the need for research-based assessments for Spanish heritage speakers in immersion programs in the United States. For researchers, these assessments would allow us to conduct wide-scale analyses of how dual-language programs affect development in heritage bilinguals. ...

Dual language (DL) education is an approach that promotes grade-level academic achievement, bilingualism and biliteracy, and sociocultural competence (SCC) to integrated groups of students through content-language integrated instruction. Although it makes sense that SCC is important for students' we...

Barko-Alva (2022) and others provide evidence of the need for training that supports pedagogical language knowledge (PLK) among dual language bilingual education (DLBE) teachers. Following prior research, we conducted a qualitative study to examine the level of confidence of four Spanish DLBE teache...

The aim of this paper is to examine the impact of a one-way dual language bilingual education program on students' academic growth. The specific program was launched in 2017-2018 in Delaware, U.S. in a K-12 school with Greek as L2. The school offers a choice between two programs: (a) the immersion, ...

Children in elementary (full or partial) immersion programs learn to read in the target language. This situation creates challenges for the selection of appropriate books when, as in the case of German, reading instruction pedagogy in Germany still relies heavily on the reading primer (Fibel), where...