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1	From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare
	Olayide Ogunsiji; Anita Eseosa Ogbeide; Valentine Mukuria; Florence Olugbemiro; Alex Workman; Tinashe Dune
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5114 (2022)
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2	Cultural Experience Influences Multisensory Emotion Perception in Bilinguals
	Peiyao Chen; Ashley Chung-Fat-Yim; Viorica Marian
	In: Languages; Volume 7; Issue 1; Pages: 12 (2022)
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3	Theoretische und praktische Konzepte der begleitenden Unterstützung von Kindern, die die Unterrichtssprache kaum beherrschen
	Fürst, Carina (BEd). - : Linz : Private Pädagogische Hochschule der Diözese Linz, 2022
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4	“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
	Presiado, Vivian Elizabeth. - 2022
	Abstract: This dissertation documented and explored the ways in which marginalized families participating in a Two-Way-Immersion (TWI) program enacted their language and literacy practices in home and community contexts. In this study I problematize how schooling, even via “additive” programs such as TWI, are no exception to the demand and deficit views placed on marginalized families (Avineri, Johnson, Brice-Heath, McCarty, Ochs, Kremer-Sadlik, Blum, Zentella, Rosa, Flores, & Alim, 2015; Flores & García, 2017; Chaparro, 2019). I used three main frameworks to reveal how schooling practices are dominant in home and community contexts yet do not prevent families’ unique practices from manifesting. By investigating the phenomenon from three frameworks: family literacy (Taylor, 1983; Compton-Lilly, 2003; Zentella, 2005), pedagogies of the home (Bernal, 2002; Moll, 1992; Yosso, 2005; Smith & Murillo, 2013), and Critical Race Theory (CRT) (Ladson-Billings, 2000; Anzaldúa, 2012; Flores & Rosa, 2015). More specifically, these frameworks were used to explore how families engaged in language and literacy events in order to highlight knowledges that go unrecognized in schooling. This ethnographic case study took place in the homes and communities of three families who lived in a mid-sized, Midwestern community, near a large public university. Data was collected over two years and included a variety of data sources: audio and video recordings, semi-formal interviews, field notes, and artifacts. Data was analyzed using open coding with a critical lens. Findings showed that reflections of working-class families from various backgrounds demonstrated the dominance of schooling practices over home literacy practices, separation of languages, and raciolinguistic socialization via “languagelessness” (Chaparro, 2019; Rosa, 2019). Findings also demonstrated that families’ language and literacy practices included a range of cultural values, feelings, attitudes, and relationships that shaped and gave meaning to literacy activities in ways that were organically sustained and surpassed schooling practices (Barton & Hamilton, 2012). Data also showed how children are not only shaped by practices but are also shaping language and literacy practices and choices made in their environments among children and adults, demonstrating their roles as pedagogues, despite being monitored by formal schooling practices. Implications for bilingual education and teacher preparation programs are shared to problematize existing ideologies of culturally and linguistically diverse students in order to propose new directions for school practices and policymaking. This is done in an effort to bridge pedagogy and critical consciousness to include larger political and economic factors that lie at the root of the marginalization of language and literacy practices of racialized students and families (Flores, 2019). ; Limited ; Author requested closed access (OA after 2yrs) in Vireo ETD system
	Keyword: bilingual education; Critical Race Theory (CRT); dual language programs; Family literacy; Pedagogies of the Home; Raciolinguistics; Two-Way-Immersion (TWI)
	URL: http://hdl.handle.net/2142/108314
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5	The Application of Augmented Reality (AR) to Language Learning and its Impact on Student Motivation
	Marrahí-Gómez, Víctor; Belda-Medina, Jose. - : Al-Kindi Center for Research and Development, 2022
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6	Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
	Campbell, J. Eric
	In: All Graduate Theses and Dissertations (2022)
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7	The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers
	Hornsby, Michael; DOLOWY-RYBINSKA, Nicole; Chojnicka, Joanna...
	In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021)
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8	Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
	Quint, Jennifer
	In: World Languages and Cultures (2021)
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9	An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms.
	Muzquiz, April R., 1979-. - 2021
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10	Functional and Anatomical Adaptations in Multilingual Language Users
	Ciochina, Ludmila. - : eScholarship, University of California, 2021
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11	Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
	Watson, Edward. - : eScholarship, University of California, 2021
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12	Controlling Two Languages: Cost-Benefit Analysis of Immersion in Second-Language Learning
	Santacruz, Jasmin Hernandez; Gollan, Tamar H.
	In: Challenger, vol 2, iss 3 (2021)
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13	Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
	Mary, Latisha; Lemoine Bresson, Veronique; Choffat-Dürr, Anne
	In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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14	Presence, flow, and narrative absorption questionnaires: a scoping review
	Pianzola, Federico
	In: Open Research Europe ; https://hal.archives-ouvertes.fr/hal-03228676 ; Open Research Europe, 2021, 1, pp.11. ⟨10.12688/openreseurope.13277.1⟩ (2021)
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15	The role of classroom assistants: a case study in the context of an immersion school ...
	Rogan, Thomas. - : University of Glasgow, 2021
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16	Compétences socio-communicatives et apprentissage des mathématiques pour des élèves de 10-12 ans dans un dispositif d'immersion réciproque allemand-français ...
	Jenny, Emile. - : Université de Genève, 2021
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17	屏東縣幼兒客語沉浸師資培育成效與教學實踐現況研究 ; Teacher Training Efficiency and Teaching Practice of Preschool Hakka Language Immersion Teachers in Pingtung County
	邱士屏; CHIU, SHIH-PING. - 2021
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18	Enhanced Experiences in Interactive Nonfiction: An Experimental Study on the Effects of Nonlinearity and Interactivity
	Vázquez-Herrero, Jorge
	In: International Journal of Communication; Vol 15 (2021); 23 ; 1932-8036 (2021)
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19	High-Stakes Education: Dual Language Immersion in Portland, Oregon
	MacLean, Andrew
	In: University Honors Theses (2021)
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20	The influence of verb tense on mental simulation during literary reading ...
	Eekhof, Lynn. - : Open Science Framework, 2021
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