Immersion Teachers
What Can We Learn from Them
Bibliographic Data
| ID | 8938519 |
|---|---|
| Authors | Ann Masters Salomone (Ohio University, corresponding author) |
| Year | 1991 |
| Volume | 24 |
| Issue | 1 |
| Pages | 57-63 |
| Publication date | 1991-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1991.tb00441.x |
| OpenAlex | W2020831143 |
| Language | EN |
| Citations received | 2 |
| References cited | 13 |
Although French immersion student performance has been studied extensively for over 20 years, immersion teachers' practices and beliefs have not. By examining descriptions of immersion teaching, we can identify several principles of practice that can be generalized to all second‐language learning situations
French immersion · Immersion (mathematics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,06 |
| Citation span | 1993 - 2023 (31) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |