Planning micro-level language education reform in new diaspora sites
Two-way immersion education in the rural Midwest
Bibliographic Data
| ID | 12833701 |
|---|---|
| Authors | Carla Paciotto (0009-0004-3063-1660, Western Illinois University, corresponding author), Gloria Delany‐Barmann (Western Illinois University) |
| Year | 2011 |
| Volume | 10 |
| Issue | 3 |
| Pages | 221-243 |
| Publication date | 2011-07-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Policy (JOURNAL) |
| Journal identifiers | ISSN: 1568-4555 • E-ISSN: 1573-1863 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s10993-011-9203-x |
| OpenAlex | W2082110419 |
| Language | EN |
| Citations received | 26 |
| References cited | 45 |
Bilingual education · Comprehension approach · Education policy · Foreign language · Higher education · Ideology · Language assessment · Language education · Language industry · Language planning · Language policy · Pedagogy · Political science · Professional development · Sociology · Education Systems and Policy · Multilingual Education and Policy · Second Language Learning and Teaching
Combating Inequalities in Two-Way Language Immersion Programs
Neoliberal multilingualism and “humanitarian connections”
Language Ideologies of Administrators, Teachers, and Parents in Dual Language Programs
A Comparative Study of Language Planning in Specific Domains in Chinese and International Journals (2002–2017)
Shifting language orientations
‘In other schools you can plan it that way’
Springboard” vs. “Homecoming”
Language Teacher Identities in the Southern United States
Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program
Affirming diversity in bilingual education settings
Advocacy and collaboration in dual language bilingual education policy and practice
Constraints of hierarchy on meso-actors’ agency
Moving the field forward
Language planning at a cross-border university in Swaziland
Teaching and Learning amid Demographic Change
Faraway Intimate Development
Teaching Multilingual Learners in Rural Communities
Rural English Learner Education
Interests and conflicts
Violating Lau
Ethnography of language planning and policy
Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment
The past is prologue
Factors Shaping Second Language Acquisition Among Adult Mexican Immigrants in Rural Immigrant Destinations
Emergent Transnational Spaces
Mending the intersectional gap
Language Planning and Policy
Language Planning
Dual Language Education
The Latino Education Crisis
Language Policy
Negotiating Language Policies in Schools
Interdependence of first- and second-language proficiency in bilingual children
Structuring Failure and Success
Globalization, Immigration, and Education
Cultural Production of the Educated Person
Change Forces
The Relationship between Applied Linguistic Research and Language Policy for Bilingual Education
The Decline of Bilingual Education
The Decline of Bilingual Education
Legal Discourse and Decisions, Teacher Policymaking and the Multilingual Classroom
What do I lose if I lose my bilingual school? Students’ and teachers’ perceptions of the value of a Slovene language maintenance program in Italy
A Dual Immersion Strand Programme in California
Achievement in predominantly low SES/Hispanic dual language schools
Education in the New Latino Diaspora
Multilingual language policies and the continua of biliteracy
Language planning from below
Rearticulating the Case for Micro Language Planning in a Language Ecology Context
Diversity-related burnout among teachers
What Teachers Need to Know about Language
The Hispanic population
Unpeeling the Onion
Personal Narratives as Sociology
Latino Immigrants Describe Residence in Rural Midwestern Meatpacking Communities
Slicing the Onion Ethnographically
The Souls of White Folk
Orientations in Language Planning
Teacher expectations, classroom context, and the achievement gap
Nadie Me Dijó [Nobody Told Me]
Creating Inclusive Learning Communities for ELL Students
Teachers as Language-Policy Actors
| Unique citing works | 26 |
|---|---|
| Citations per year | 1,73 |
| Citation span | 2011 - 2025 (15) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 26 |