Ester J. de Jong

• Artículos de revistas (14)
• Reseñas (1)

• Artículos de revistas

  • Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education

    Ester J. de Jong, Jiameng Gao

    International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 26, Nº. 4, 2023, págs. 472-482

    • Resumen
    

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

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

    International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 26, Nº. 1, 2023 (Ejemplar dedicado a: Identity and Two-Way Bilingual Education: Considering Student Perspectives.), págs. 84-96

    • Resumen
    

  • “I feel really special and proud that I am bilingual”: Exploring a second-generation Korean American bilingual adolescent’s emotions and sense of belonging through family language policy

    Ahyea Alice Jo, Stephanie Richardson, Ester J. de Jong

    International Journal of Bilingualism: interdisciplinary studies of multilingual behaviour, ISSN 1367-0069, Vol. 27, Nº. 2, 2023 (Ejemplar dedicado a: Emotions and Multilingualism in Family Language Policy), págs. 199-216

    • Resumen
    

  • Integration in TWBE: Opportunities, challenges, and possibilities

    Ester J. de Jong, Katherine Barko Alva, Tuba Yilmaz

    Journal of immersion and content-based language education, ISSN 2212-8433, Vol. 10, Nº. 2, 2022, págs. 286-301

    • Resumen
    

  • Laurie Olsen: A Legacy of Courage and Activism: Stories from the Movement for Educational Access and Equity for English Learners in California.

    Ester J. de Jong, Zijing An

    Language policy, ISSN 1568-4555, Vol. 21, Nº. 3, 2022 (Ejemplar dedicado a: Revisiting and (Re)imagining Castañeda v. Pickard (1981): Past, Present and Future), págs. 495-497

    

  • Bilingualism in schools and society: language, identity, and policy

    Ester J. de Jong

    Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 39, Nº. 1, 2018, págs. 92-93

    

  • Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?

    Maria R. Coady, Candace Harper, Ester J. de Jong

    TESOL quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, ISSN 0039-8322, Vol. 50, Nº. 2, 2016, págs. 340-368

    

  • Dual language programs as a strand within a secondary school: dilemmas of school organization and the TWI mission

    Ester J. de Jong, Carol I. Bearse

    International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 17, Nº. 1, 2014, págs. 15-31

    • Resumen
    

  • Program design and two-way immersion programs

    Ester J. de Jong

    Journal of immersion and content-based language education, ISSN 2212-8433, Vol. 2, Nº. 2, 2014, págs. 241-256

    • Resumen
    

  • Gabrielle Hogan-Brun, Clare Molinero, and Patrick Stevenson (Eds.): Discourses on Language and Integration: Critical Perspectives on Language Testing Regimes in Europe

    Ester J. de Jong

    Language policy, ISSN 1568-4555, Vol. 9, Nº. 3, 2010, págs. 285-287

    

  • Integration in two-way immersion education: equalising linguistic benefits for all students

    Ester J. de Jong, Elizabeth R. Howard

    International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 12, Nº. 1, 2009, págs. 81-99

    • Resumen
    

  • Marginalizing English as a second language teacher expertise: The exclusionary consequence of No Child Left Behind

    Candace Harper, Ester J. de Jong, Elizabeth Platt

    Language policy, ISSN 1568-4555, Vol. 7, Nº. 3, 2008 (Ejemplar dedicado a: No Child Left Behind and U.S. language education policy), págs. 267-284

    • Resumen
    

  • EXTRA, GUUS and YAĞMUR, KUTLEY. Urban multilingualism in Europe: Immigrant minority languages at home and school

    Ester J. de Jong

    Language policy, ISSN 1568-4555, Vol. 6, Nº. 1, 2007 (Ejemplar dedicado a: The Emergence of Chinese), págs. 193-196

    

  • Sally Boyd and Leena Huss (Eds). Managing multilingualism in a European nation-state: Challenges for Sweden

    Ester J. de Jong

    Language policy, ISSN 1568-4555, Vol. 2, Nº. 3, 2003, págs. 291-295

    

• Reseñas

  • Sharon A. Reyes & James Crawford, Diary of a Bilingual School: How a Constructivist Curriculum, a Multicultural Perspective, and a Commitment to Dual Immersion Education Combined to Foster Fluent Bilingualism in Spanish- and English-Speaking Children

    Ester J. de Jong

    Journal of immersion and content-based language education, ISSN 2212-8433, Vol. 1, Nº. 1, 2013, págs. 163-165

    Es reseña de:

    • Diary of a bilingual school: how a constructivist curriculum, a multicultural perspective, and a commitment to dual immersion education combined to foster fluent bilingualism in Spanish and English-speaking children

      Sharon Adelman Reyes, James Crawford

      Portland : DiversityLearningK12, 2012

    

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