A decade after institutionalization
Educators’ perspectives of structured English immersion
Bibliographic Data
| ID | 12833935 |
|---|---|
| Authors | Angela Cruze (0000-0002-3016-9371, University of Arizona, corresponding author), Meg Cota (University of Arizona), Francesca López (0000-0002-4099-7795, University of Arizona) |
| Year | 2019 |
| Volume | 18 |
| Issue | 3 |
| Pages | 431-453 |
| Publication date | 2019-01-03 |
| 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/s10993-018-9495-1 |
| OpenAlex | W2907782777 |
| Language | EN |
| Citations received | 6 |
| References cited | 45 |
English language · Extant taxon · Geography · Graduation (instrument · Institutionalisation · Mathematics education · Medical education · Pedagogy · Political science · Sociology · Summit · Education Systems and Policy · Engineering · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
English learner education and teacher preparation in the U.S
Implementing the Seal of Biliteracy
Moving away from the 4-hour block
The (il)legitimacy of Arizona’s English-only language policies
Race had never been an issue’
Exploring Middle School Teachers’ Understanding of English Immersion and Their Instructional Practices in Xi’an, China
Bilingual and ESL classrooms
Encyclopedia of Language and Education
Schools and Inequality
A Synthesis of Research on Language of Reading Instruction for English Language Learners
The Political Spectacle of Arizona's Proposition 203
Against the Undertow
Segregating Arizona's English Learners
The Big Picture
Hunters of the Northern Forest
Teaching and Learning in Two Languages
Language policy and teacher preparation
Legal Discourse and Decisions, Teacher Policymaking and the Multilingual Classroom
Scaffolding Instruction for English Language Learners
Language policy processes and consequences
Implementing educational language policy in Arizona
In Search of Bedrock
The Interrelationship of Beliefs, Context, and Learning
Reexamining Identification and Reclassification of English Language Learners
What Teachers Need to Know about Language
Language Instruction Educational Programs and Academic Achievement of Latino English Learners
Contextualizing Policy Appropriation
Teaching and Learning in Two Languages
The Past and Future Directions of Federal Bilingual-Education Policy
Tracking and High School English Learners
Conducting Interpretive Policy Analysis
Creating and Sustaining Inclusive Instructional Settings for English Language Learners
Altering the Trajectory of the Self-Fulfilling Prophecy
Linguistically Responsive Teacher Education
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,2 |
| Citation span | 2021 - 2024 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |