Relevant bibliographies by topics / Immersione bilingue

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Immersione bilingue'

Author: Grafiati
Published: 9 March 2023
Last updated: 31 July 2025

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Journal articles on the topic "Immersione bilingue"

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Verde Peleato, Irene. "Educación bilingüe en EE.UU. Estudio de casos de una escuela primaria." Estudios sobre Educación 21 (December 9, 2011): 139–58. http://dx.doi.org/10.15581/004.21.4426.

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Los Estados Unidos de América son por su historia una nación lingüística y culturalmente diversa desde sus orígenes, lo que ha obligado a la administración a atender a los grupos minoritarios y a dar respuestas adecuadas a sus necesidades educativas. Este trabajo arranca con un recorrido por lo que ha supuesto la política estadounidense en materia de instrucción lingüística a los hijos de los inmigrantes. Exponemos las respuestas de educación bilingüe que se han ido dando a las minorías. Desde una investigación que responde al diseño de estudio de casos hemos analizado una escuela bilingüe del
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Durepos, Jessica. "uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings." OLBI Working Papers 9 (June 22, 2018): 51–75. http://dx.doi.org/10.18192/olbiwp.v9i0.2320.

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An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990
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Thibeault, Joël, and Ian A. Matheson. "Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study." in education 27, no. 1 (2021): 41–60. http://dx.doi.org/10.37119/ojs2021.v27i1.503.

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 As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically c
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Wang, Yingxi. "Research on the Immersive English Learning Model and Implementation Strategies." Yixin Publisher 1, no. 3 (2023): 27–33. http://dx.doi.org/10.59825/jet.2023.1.3.27.

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Immersive English learning is characterized by immersion, scenario-based learning, and interaction. It represents a bilingual teaching model where the second language serves as the primary medium of instruction and is widely recognized as a successful approach to second language education worldwide. This article offers a comprehensive review of the immersive English learning model and presents strategies for its effective implementation, considering philosophical, environmental, and instructional dimensions. The aim is to enhance the quality and proficiency of English language acquisition. To
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LYSAK, HALYNA. "IMPLEMENTATION OF IMMERSIVE TECHNOLOGIES IN FOREIGN LANGUAGE LEARNING: ANALYSIS OF FOREIGN AND DOMESTIC (UKRAINIAN) EXPERIENCE." Comparative Professional Pedagogy 12, no. 1 (2022): 78–85. http://dx.doi.org/10.31891/2308-4081/2022-12(1)-8.

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The use of modern immersive technologies in the educational process is due to changes in the development of information and communication technologies and the challenges of the pandemic, which forced learning and working remotely. The article summarizes the Ukrainian and foreign experience of using immersive technologies in education in general and in the process of learning foreign languages in particular. A general description of the concepts “virtual reality”, “immersion” and “immersive technologies” in the context of their use in the educational process has been presented. The advantages o
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Ye, Zhonglin, Yanlin Yang, Lei Meng, Gege Li, Zhaoyang Wang, and Haixing Zhao. "Applications of Teaching Based on Virtual Reality in Agro-Pastoralism Areas." International Journal of Information and Communication Technology Education 19, no. 1 (2023): 1–18. http://dx.doi.org/10.4018/ijicte.322551.

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This article first put forward the educational application of immersive virtual laboratories for the problems of poor spatial thinking ability and weak hands-on operation ability. Second, aiming at the problems of a lack of excellent backbone teachers and insufficient educational information equipment, a Tibetan-Chinese bilingual immersion virtual basic teaching system suitable for students in pastoral areas has been developed to complement the teaching of teachers in remote areas. Third, the application of virtual gymnasiums is proposed to reduce the physical discomfort of students under hars
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Flynn, Peggy. "Student Motivation, Identity and Investment Construction in French Immersion Studies at the University of Ottawa." OLBI Working Papers 9 (June 22, 2018): 77–88. http://dx.doi.org/10.18192/olbiwp.v9i0.2318.

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AbstractThis article focusses on the motivating factors behind the decision of first-year students in the French Immersion Studies (FIS) program at the University of Ottawa to continue their immersion studies at a university level, how they experience their studies within this program, and how this experience impacts their identity and investment in French language and culture. The findings presented are part of a study that demonstrates the positive influence that parents, teachers and relevant extracurricular experiences have on students’ decision to continue their immersion studies as well
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Buser, Melanie. "Challenge/Competence Appraisal by Swiss Two-Way Immersion Teachers of the “Cursus bilingue/Bilingualer Studiengang” in Their Professionalization Process and Career-Entry Stage Implications." Education Sciences 15, no. 6 (2025): 773. https://doi.org/10.3390/educsci15060773.

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The growing number of public one-way and two-way immersion schools (French/German) in the Swiss cantons of Bern, Jura, and Neuchâtel has resulted in an increased need for teachers who are explicitly prepared for those schools. This need led to the thoughtfully conceptualized two-way immersion curriculum “Cursus bilingue/Bilingualer Studiengang,” jointly offered by two universities of teacher education located in the French- and German-speaking areas of Switzerland. This study explores the professionalization process of future primary teachers from Bern, Jura, and the bilingual program who are
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Collier, Virginia P. "The Canadian Bilingual Immersion Debate." Studies in Second Language Acquisition 14, no. 1 (1992): 87–97. http://dx.doi.org/10.1017/s0272263100010482.

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Estrada, Patricia López, and Ana María Chacón. "A teacher´s tensions in a Spanish first grade two-way bilingual immersion program." Revista Portuguesa de Educação 28, no. 2 (2015): 211. http://dx.doi.org/10.21814/rpe.7752.

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Este estudo descreve as tensões sentidas por uma professora de 1º ano numa sala de aula de imersão bilingue ‘two-way’. Baseando-se na análise indutiva de Hatch (2002), sob a forma de análise de domínio (domain analysis), os dados do estudo foram obtidos através de duas entrevistas a uma professora no ano letivo de 2009-2010. Os resultados indicam que a professora bilingue detém crenças fortes acerca da importância de proporcionar aos alunos oportunidades de explorar a língua minoritária (Espanhol). Contudo, a professora manifesta preocupações de âmbito linguístico e académico no desempenho da
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Dissertations / Theses on the topic "Immersione bilingue"

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COSTA, FRANCESCA. "BILINGUALISM IN DIFFERENT CONTEXTS: ACADEMIC OUTCOMES IN PRIMARY SCHOOL CHILDREN." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/329993.

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I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubblich
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Trout, Cheryl Lynn. "Assessing contextual factors for immersion programs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.

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McCray, Joanna Rachel. "BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/138.

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Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in bilitera
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Ridley, Natalie D. "The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4751/.

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Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were g
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Valdovinos, Ivonne. "Validating tier 2 math interventions for dual-immersion populations." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141517.

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<p> Mathematics performance of students in the United States is concerning. When compared to global peers, students in the United States perform at the lower range in areas of mathematics. Even after controlling for variables such as ethnicity, parent educational attainment, and socio-economic status, students in the United States continue to struggle in mathematics. One area that facilitates learning complex mathematics skills is computational fluency. The Mathematics Advisory Panel Report and the Common Core State Standards in Mathematics recommend that students have daily practice to build
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O'Keefe, Rosemary Ann. "Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.

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Taylor-Browne, Karen. "French immersion versus Francophone Minority schools : a Canadian debate about bilingual education." Thesis, University of Reading, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262178.

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Stolte, Laurel Cadwallader. "Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.

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Learning how to interact with others of diverse backgrounds is essential to effective participation in a globalized world and is a key goal of two-way language immersion programs, which bring together students from different language backgrounds to learn in both languages. These programs are frequently lauded for their success in promoting academic achievement and bilingualism, as well as for their potential to promote cross-cultural learning. However, limited research in this area shows that while students develop positive attitudes and cross-cultural friendships, the unequal status of the
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Morehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.

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<p> Seventeen years after the passage of Arizona&rsquo;s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona&rsquo;s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students&rsquo; options. This mixed-method study assessed the perceptions of &ldquo;dual-immersion&rdquo; teachers&mdash;who are members of a professional development consortium in Maricopa County, Arizona&mdash;towards their program and its overall role
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Ross, Kristel. "„Aber jetzt tu ich ein bisschen mélanger“ : Kommunikationsstrategien bei mehrsprachigen Kindern im reziprok-immersiver Kindergarten sowie der ersten und zweiten Klasse der Primarschule FiBi (Filière bilingue) in Biel (Schweiz)." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC019/document.

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Le projet Filière Bilingue (FiBi), qui a débuté à Bienne (Suisse) en août 2010, est un programme réciproque-immersif destiné aux élèves à partir de lʼécole enfantine. Cet enseignement leur permet de se plonger dans un monde bilingue (suisse-allemand et français), puis plurilingue (allemand, suisse-allemand et français). Ayant donc à se mouvoir dans des situations exolingues, les enfants doivent sʼappuyer sur des stratégies communicatives pour pouvoir interagir avec leurs interlocuteurs tout au long de la journée. Dans le cadre dʼun enseignement réciproque-immersif, ces stratégies communicative
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Books on the topic "Immersione bilingue"

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Jost, Kenneth. Bilingual Education vs. English Immersion. CQ Press, 2009. http://dx.doi.org/10.4135/cqresrre20091211.

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Association, Canadian Education. French immersion today. Canadian Educational Association, 1992.

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Mosimann-Barbier, Marie-Claude. Immersion et bilinguisme en Ontario. Université de Rouen], 1992.

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Education, Alberta Alberta. Guidelines for ECS bilingual (partial immersion) programs. Alberta Education, 1988.

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Snow, Marguerite Ann. Innovative second language education: Bilingual immersion programs. Center for Language Education and Research, University of California, Los Angeles, 1986.

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Kimbrough, Ted D. Dual language immersion program models, elementary school. Board of Education, 1991.

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Education, Ontario Ministry of. French language arts: Extended and immersion programs. Queen's Printer, 1993.

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Krashen, Stephen D. Inquiries & insights: Second languageteaching immersion & bilingual education literacy. Alemany Press, 1990.

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Elena, Nicoladis, Lambert Wallace E, and Educational Resources Information Center (U.S.), eds. Becoming bilingual in the Amigos two-way immersion. Center for Research on Education, Diversity & Excellence, 1998.

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Ontario Secondary School Teachers' Federation. Report on French immersion. OSSTF, 1985.

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Book chapters on the topic "Immersione bilingue"

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Arnau, Joaquim. "Immersion Education in Catalonia." In Bilingual Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_30.

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Swain, Merrill. "French Immersion Programs in Canada." In Bilingual Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_26.

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Laurén, Christer. "Swedish Immersion Programs in Finland." In Bilingual Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_29.

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Bacon, Michael, and Vân Truong. "Vietnamese Dual Language Immersion." In Critical Consciousness in Dual Language Bilingual Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-14.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "Learning and literacy." In Academic Achievement in Bilingual and Immersion Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-11.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "TransAcquisition teaching and curriculum design." In Academic Achievement in Bilingual and Immersion Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-1.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "The TransAcquisition method." In Academic Achievement in Bilingual and Immersion Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-5.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "TransAcquisition principles." In Academic Achievement in Bilingual and Immersion Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-4.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "Language and knowledge." In Academic Achievement in Bilingual and Immersion Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-10.

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Rata, Elizabeth, and Tauwehe Sophie Tamati. "The curriculum pedagogy alignment." In Academic Achievement in Bilingual and Immersion Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-8.

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Conference papers on the topic "Immersione bilingue"

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Nelson, Amanda, Amy Guo, Marcelo Worsley, Derek Esibill, and Josiah Hester. "Mālama ‘Āina through Micro:bits in Kāne‘ohe: A Place-Based Approach to Teaching CS in a Kaiapuni (Hawaiian Immersion) Bilingual School Setting." In 2023 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2023. http://dx.doi.org/10.1109/respect60069.2023.00031.

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Chen, Min, Leimin Li, and Chunhai Lu. "Exploration of Bilingual Teaching Mode for Nuclear Specialty." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-15665.

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Bilingual education is the important method of training capability of international cooperation, communication and competition. Compared with other fields, the nuclear specialty needs more professionals. Four kinds of successful methods in foreign countries: transitional bilingual education, maintenance bilingual education, an immersion bilingual education and dual-rail bilingual education are studied and compared in this paper. The difference in bilingual education mode at home and abroad is analyzed. Current situation of bilingual education in China is presented. Drawing lessons from another
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Lee-Morgan, Jenny, Jo Mane, Joanne Gallagher, and Ruia Aperahama. "A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!" In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205017.

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This kaupapa Māori research project investigates the ways that two Māori-medium pathways (bilingual and immersion) work together in a newly built Flexible Learning Space (FLS) to progress te reo Māori and the aspirations of whānau. This paper introduces the project that proposes the notion of the Māori Modern Learning Environment (MMLE). Funded by Teaching Learning Research Initiative (TLRI), this two-year project is still in progress with the project only being at an early stage. The researchers are currently exploring how ‘space’ is understood and utilised by Māori teachers, students and whā
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Qingyun, Shou, Gao Jun, Li Maode, and Xu Chengye. "A study on immersion bilingual teaching of refrigeration and air conditioning course." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295453.

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Liu, Xiuling. "Major Problems and Implementation Strategies of Early Immersion Bilingual Teaching of Children English." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.108.

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Hamman-Ortiz, Laura. "Becoming Bilingual in Two-Way Immersion: Patterns of Investment in a Second-Grade Classroom." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1577001.

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Her, Lee. "Exploring Dual-Language Immersion and Family Language Policy: Hmong and English Bilingual Children Agency." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2018259.

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Roy, Sylvie, and Maria Soledad Hoyos Pérez. "LANGUAGE PEDAGOGY IN BILINGUAL AND IMMERSION PROGRAMS IN SPAIN AND CANADA: A COMPARISON STUDY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0434.

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González-Rosende, María Eugenia, José Ignacio Bueso-Bordils, Encarna Castillo, Sara Paradells, and Mónica Pascual. "BILINGUAL TEACHING LAB MATERIALS TO FACILITATE SCIENTIFIC LANGUAGE IMMERSION OF INTERNATIONAL STUDENTS: A STUDY CASE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0416.

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Chen, Xueyan, and Ling Gong. "Practical Research on Progressive Immersion Bilingual Teaching Mode in Nursing Major of Sino-foreign Cooperative Education." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.17.

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Reports on the topic "Immersione bilingue"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide
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Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6856.

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