International journal of bilingual education and bilingualism

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  Año 2023, Vol. 26, Número 1. Dedicado a: Identity and Two-Way Bilingual Education: Considering Student Perspectives.

  • Introduction

    • Identity and two-way bilingual education: considering student perspectives: introduction to the special issue

      Laura Hamman Ortiz, Deborah K. Palmer

      págs. 1-6

      

  • Articles

    • Ongoing emergence: borderland high school DLBE students’ self-identifications as lingual people

      Katherine S. Mortimer, Gabriela Dolsa

      • Resumen

      págs. 7-19

      

    • ‘I'll be the hero’: how adolescents negotiate intersectional identities within a high school dual-language program

      April S. Salerno, Amanda K. Kibler, Christine N. Hardigree

      • Resumen

      págs. 20-33

      

    • Bilingual student perspectives about language expertise in a gentrifying two-way immersion program

      Suzanne G. Mateus

      • Resumen

      págs. 34-49

      

    • Martín and the pink crayon: peer language socialization in a kindergarten bilingual classroom

      Sofía E. Chaparro

      • Resumen

      págs. 50-68

      

    • Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom

      Laura Hamman Ortiz

      • Resumen

      págs. 69-83

      

    • Two-way bilingual education programs and sense of belonging: perspectives from middle school students

      Ester J. de Jong, Zach Coulter, Min-Chuan Tsai

      • Resumen

      págs. 84-96