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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Achievement and language proficiency of Latino students in dual language programmes: native English speakers, fluent English/previous ELLs, and current ELLs Lindholm-Leary, Kathryn J.; Hernández, Ana In: Journal of multilingual & multicultural development. - Colchester : Routledge 32 (2011) 6, 531-545 BLLDB OLC Linguistik Show details 2 Achievement in predominantly low SES/Hispanic dual language schools Lindholm-Leary, Kathryn J.; Block, Nicholas In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 13 (2010) 1, 43-60 BLLDB OLC Linguistik Show details 3 Book and Software Reviews - Dual Language Education Lindholm-Leary, Kathryn J.; Jong, Ester de In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 59 (2003) 4, 624-626 OLC Linguistik Show details 4 Dual language education Lindholm-Leary, Kathryn J.. - Clevedon [u.a.] : Multilingual Matters, 2001 UB Frankfurt Linguistik Show details 5 Impact of Two-way Bilingual Elementary Programs on Students’ Attitudes Toward School and College Lindholm-Leary, Kathryn J; Borsato, Garaciela In: Lindholm-Leary, Kathryn J; & Borsato, Garaciela. (2001). Impact of Two-way Bilingual Elementary Programs on Students’ Attitudes Toward School and College. Center for Research on Education, Diversity & Excellence. UC Berkeley: Center for Research on Education, Diversity and Excellence. Retrieved from: http://www.escholarship.org/uc/item/2q99616h (2001) Abstract: The purpose of this study was to examine the influence that participation in a two-way bilingual elementary program has had on former program participants’ language and achievement outcomes; current schooling path and college plans; and attitudes toward school, self, and others. Study participants were current high school students who were enrolled in a two-way program throughout elementary school. Participants (n=142) were categorized into three ethnic/language groups: Hispanic previous English Language Learning (ELL) students (66%), Hispanic native English speakers (20%), and Euro American students (13%). Results suggest that most students valued their bilingualism and were still using Spanish, had very positive attitudes toward school and attending college, believed they would not drop out of school, and gave very high marks to the two-way program. Few ethnic/language group differences were found, with the exception that the program was evaluated much more favorably in some areas by Hispanic students compared to Euro students, with Hispanic former ELL students typically providing the highest ratings. URL: http://www.escholarship.org/uc/item/2q99616h BASE Hide details

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