Journal of immersion and content-based language education

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  Año 2021, Vol. 9, Número 2

  • Introduction

    • Issues and perspectives on student diversity and content-based language education

      Fred Genesee, Diane J. Tedick

      págs. 155-163

      

  • Research Article

    • The suitability of dual language education for diverse students: An overview of research in Canada and the United States

      Fred Genesee, Kathryn Lindholm-Leary

      • Resumen

      págs. 164-192

      

    • Access and outcomes of children with special education needs in Early French Immersion

      Elizabeth Kay-Raining Bird, Fred Genesee, Ann Sutton, Xi Chen, Joan Oracheski, Stephanie Pagan, Bonita Squires, Diana Burchell, Tamara Sorenson Duncan

      • Resumen

      págs. 193-222

      

    • Bilingual outcomes for a student with Down Syndrome in French immersion

      Sarah Martin, Christina Hodder, Emily Merritt, Ashley Culliton, Erin Pottie, Elizabeth Kay-Raining Bird

      • Resumen

      págs. 223-251

      

    • Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs

      Sabina Rak Neugebauer, Elizabeth R. Howard

      • Resumen

      págs. 252-278

      

    • Immersion in a minority language: The performance in English reading and mathematics of primary-level students in Irish-medium schools in areas of socioeconomic disadvantage

      Karen Ní Chlochasaigh, Gerry Shiel, Padraig O Duibhir

      • Resumen

      págs. 279-309

      

    • CLIL as a balance for female–male differences?: The effect of CLIL on student writing outcomes

      Keith M. Graham, Haemin Kim, Yunkyeong Choi, Zohreh Eslami

      • Resumen

      págs. 310-335

      

    • “More languages means more lights in your house”: Illuminating the experiences of newcomer families in French immersion

      Stephen Davis, Susan Ballinger, Mela Sarkar

      • Resumen

      págs. 336-363