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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 – 13 of 13 1 Quebec-based Parents’ Attitudes Towards Childhood Multilingualism: Evaluative Dimensions and Potential Predictors ... Kircher, Ruth; Quirk, Erin; Brouillard, Melanie. - : SAGE Journals, 2022 BASE Show details 2 Quebec-based Parents’ Attitudes Towards Childhood Multilingualism: Evaluative Dimensions and Potential Predictors ... Kircher, Ruth; Quirk, Erin; Brouillard, Melanie. - : SAGE Journals, 2022 BASE Show details 3 sj-docx-1-jlsp-10.1177_0261927X221078853 - Supplemental material for Quebec-based Parents’ Attitudes Towards Childhood Multilingualism: Evaluative Dimensions and Potential Predictors ... Kircher, Ruth; Quirk, Erin; Brouillard, Melanie. - : SAGE Journals, 2022 BASE Show details 4 sj-docx-1-jlsp-10.1177_0261927X221078853 - Supplemental material for Quebec-based Parents’ Attitudes Towards Childhood Multilingualism: Evaluative Dimensions and Potential Predictors ... Kircher, Ruth; Quirk, Erin; Brouillard, Melanie. - : SAGE Journals, 2022 BASE Show details 5 The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion Davis, Stephen; Ballinger, Susan; Sarkar, Mela. - : University of New Brunswick, 2019. : Érudit, 2019 BASE Show details 6 The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion Davis, Stephen; Ballinger, Susan; Sarkar, Mela In: Canadian Journal of Applied Linguistics; Vol. 22 No. 2 (2019); 27-63 ; Revue canadienne de linguistique appliquée; Vol. 22 No. 2 (2019); 27-63 ; 1920-1818 ; 1481-868X (2019) BASE Show details 7 Peer interaction and second language learning. Pedagogical potential and research agenda Sato, Masatoshi; Ballinger, Susan. - Amsterdam : John Benjamins, 2016 IDS Bibliografie zur Gesprächsforschung 8 Language policy for the multilingual classroom: pedagogy of the possible Ballinger, Susan In: Journal of multilingual & multicultural development. - Colchester : Routledge 34 (2013) 2, 203-205 OLC Linguistik Show details 9 Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion Ballinger, Susan Gail. - : McGill University, 2013 BASE Show details 10 Raising language awareness in peer interaction: a cross-context, cross-methodology examination Satō, Masatoshi; Ballinger, Susan In: Language awareness. - Abingdon : Routledge 21 (2012) 1-2, 157-179 BLLDB OLC Linguistik Show details 11 Pathways to Multilingualism: Evolving Perspectives on Immersion Education (review) Ballinger, Susan. In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 3, 465-467 OLC Linguistik Show details 12 Linking languages through a bilingual read-aloud project Collins, Laura; Ballinger, Susan; Lyster, Roy In: Language awareness. - Abingdon : Routledge 18 (2009) 3-4, 366-383 BLLDB OLC Linguistik Show details 13 Oral language use in dual immersion classrooms Ballinger, Susan. - : McGill University, 2003 Abstract: This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers. Keyword: Bilingual -- United States; Education; English language -- Study and teaching -- Immersion method; Spanish language -- Study and teaching -- Immersion method URL: http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390 BASE Hide details

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