International journal of bilingual education and bilingualism

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  Año 2023, Vol. 26, Número 7

  • Introduction

    • Reframing dual language education in the U.S.

      Pablo C. Ramírez

      págs. 769-773

      

  • Articles

    • The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities

      María Capdevila-Gutiérrez, Eduardo Muñoz-Muñoz, Fernando Rodríguez Valls, Jordi Solsona-Puig

      • Resumen

      págs. 774-785

      

    • From compliance to resistance: administrator perspectives on implementing structured English immersion and dual language bilingual education programs

      Evelyn Baca

      • Resumen

      págs. 786-799

      

    • Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs

      Jongyeon Ee

      • Resumen

      págs. 800-816

      

    • Teaching Arabic to children and youth in the United States: between love and indictment

      Youmna Deiri

      • Resumen

      págs. 817-829

      

    • Uyghur and Tibetan university students’ English language learning in China: a spatial assemblage

      Hao Wang, Xia Chao

      • Resumen

      págs. 830-844

      

    • Interactions between bilingual language proficiency and exposure: comparing subjective and objective measures across modalities in bilingual young adults

      Thorfun Gehebe, Deepti Wadhera, Klara Marton

      • Resumen

      págs. 845-860

      

    • Maternal heritage language proficiency and child bilingual heritage language learning

      He Sun, Jiamin Low, Ivy Chua

      • Resumen

      págs. 861-875

      

    • Using dual language picturebooks to teach language contact phenomena in a tertiary context

      Nicola Daly, Julie Barbour

      • Resumen

      págs. 876-890

      

    • Narratives by bilingual children: a tale of strengths and growth during kindergarten

      Andrea A. N. MacLeod, Diane Pesco

      • Resumen

      págs. 891-903

      

    • ‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction

      Laura S. Nap, Frans C. Hiddink, Joana Duarte

      • Resumen

      págs. 904-917