Bibliotheek
Bronnen
Aarts, R. & Broeder, P. (2006) The Culture of Moroccan migrants in Europe. Alem, N. & de Ruiter, J. J. (eds.). Oujda: Faculté des Lettres de l’Université Mohamed Ier, p. 79-91 13 p.
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207-245.
Alidou, H. and Glanz, C. (Eds) (2015). Action research to improve youth and adult literacy: Empowering learners in a multilingual world. http://unesdoc.unesco.org/images/0023/002322/232243E.pdf
Auger, N. (2009). Les travaux du conseil de l’Europe, un levier pour la diversité linguistique. Le Français Aujourd’hui, 1, 45-51.
Baauw, S. & Kieferle, C. (2013). Multilingualism and language acquisition. In W. Griebel, R. Heinisch, C. Kieferle, E. Röbe & A. Seifert (Eds.), Übergang in die Schule und Mehrsprachigkeit – Ein Curriculum für pädagogische Fach- und Lehrkräfte/Transition to School and Multilingualism – A Curriculum for Educational Professionals (pp. 256-298) (43 p.). Hamburg: Verlag Dr. Kovac.
Benson, C. (2002) Bilingual education in Africa: An exploration of encouraging connections between language and girls’ schooling. In Melin, Mia (ed) Education—A Way out of Poverty? Research presentations at the Poverty Conference 2001. New Education Division Documents No. 12. Stockholm: Sida, 79-95.
Birman, D., & Tran, N. (2015). The Academic Engagement of Newly Arriving Somali Bantu Students in a US Elementary School. Washington D.C.: Migration Policy Institute.
Boerma, T., Chiat, S., Leseman, P., Timmermeister, M., Wijnen, F., & Blom, E. (2015). A Quasi-Universal Nonword Repetition Task as a Diagnostic Tool for Bilingual Children Learning Dutch as a Second Language. Journal of Speech, Language, and Hearing Research, 58(6), 1747-1760.
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402-423.
Crul, M.R.J. & Kraa, K. (2004) Evaluatie Landelijk Ondersteuningsprogramma Mentoring; Number of pages: 133; Publisher: Amsterdam: Instituut voor migratie en etnische stud; Document type: Report; Faculty: Faculty of Social and Behavioural Sciences (FMG); Institute: Amsterdam Institute for Social Science.
Cummins, J. (1976). The influence of bilingualism on cognitive growth: A synthesis of research findings and explanatory hypotheses. Working Papers on Bilingualism, 9, 2-44.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied linguistics, 2(2), 132-149.
Cummins, J. (2009). Multilingualism in the English-language classroom: Pedagogical considerations. TESOL quarterly, 43(2), 317-321.
Cummins, J. Hu, S., Markus, P. & Montero, K. (2015). ‘Identity Texts and Academic Achievement: Connecting the Dots in Multilingual School Contexts’ Tesol Quartely 49(3),
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Elliot, A. (1998) From childcare to school: experience and perception s of children and their families, Australian Journal of Early Childhood, 23 (3), pp. 27–32.
European commission, 2015. Language learning and teaching in multilingual classrooms.
http://ec.europa.eu/languages/policy/learning-languages/multilingual-classrooms_en.htm
Ewijk, R. (2011). Same Work, Lower Grade? Student Ethnicity and Teachers‟ Subjective Assessments. Economic of Education Review, 30/5, 1045-1058.
Fall, A.M., Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout Journal of Adolescence 35, 787–798.
Fan, W. & Wolters, C. (2014) School motivation and high school dropout: The mediating role of educational expectation, British Journal of Educational Psychology (2014), 84, 22–39.
Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
Gogolin, I., Neumann, U., and Roth, H. (2004) (Hrsg.) Sprachdiagnostik bei Kindern und Jugendlichen mit Migrationshintergrund. Dokumentation einer Fachtagung am 14. Juli 2004 in Hamburg. Waxmann Münster / New York. München / Berlin
Glover, A. (1994). Moving into the system: early childhood programmes as a bridge to school for Aboriginal communities, The Aboriginal Child at School, 22 (1), pp. 12–21.
Greene, J. P. (1997). A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal, 21, 103-122.
Griebel, W., & Niesel, R. (2003). Successful transitions: Social competencies help pave the way into kindergarten and school. European Early Childhood Education Research Monograph, 1, 25-33.
Griebel, W. (2006). Übergänge fordern das ganze System. In D. Diskowski, E. Hammes-Di Bernardo , S. Hebenstreit-Müller & A. Speck-Hamdan (Hrsg), Übergänge gestalten. Wie Bildungsprozesse anschlussfähig werden. Jahrbuch des pfv (32-47). Weimar: das netz.
Griebel, W. & R. Sassu (2013). Transitions to school. In W. Griebel, R. Heinisch, C. Kieferle, E. Röbe & A. Seifert (Eds.), Übergang in die Schule und Mehrsprachigkeit – Ein Curriculum für pädagogische Fach- und Lehrkräfte/Transition to School and Multilingualism – A Curriculum for Educational Professionals (pp. 256-298) (43 p.). Hamburg: Verlag Dr. Kovac.
Hajer, M. (2003) Kleurrijke Gesprekken Interactie in een multiculturele school, Lectoraat lesgeven, Hogeschool Utrecht
Harklau, L. (1994). ESL versus mainstream classes: Contrasting L2 learning environments. TESOL quarterly, 28(2), 241-272.
Heckmann, F. (2008). Education and Migration. Strategies for integrating migrant children in European schools and societies. European Commission, Education and Culture DG.
Herzog-Punzenberger, B. (2016). Successful integration of migrant children in EU member states: Examples of good practice. Neset II Ad hoc question, 1, http://nesetweb.eu/wp-content/uploads/2016/02/AHQ-1-2016-Successful-integration_2016.02.04.FINAL_.pdf
Herzog-Punzenberger, B, Le Pichon-Vorstman, E., Siarova, H. (2017). Multilingual Education in the Light of Diversity: Lessons Learned, NESET II Analytical report, 2017.
Huver, E. (2012). L’évaluation des enfants nouveaux arrivants : Problèmes spécifiques ou problématiques transversales ? Diversité, 169, 175 – 180.
Johansson, I (2007). ‘Horizontal transitions: what can it mean for children in the early schoolyears?’ In: Fabian, H., & Dunlop, A. (eds.) Informing Transitions in the Early Years : Research, Policy and Practice, 33-44. Maidenhead: McGraw-Hill Education.
Kenner, C. & Ruby, M. (2012). Co-constructing bilingual learning: an equal exchange of strategies between complementary and mainstream teachers. Language and Education 26 (6), 517-535.
Kontos, S., Howes, C., Shinn, M. & Galinsky, E. (1997). Children’s experiences in family childcare and relative care as a function of family income and ethnicity, Merill-Palmer Quarterly, 43 (3), pp. 386-403.
Kosonen, K. (2005). The role of language in learning: What does international research say? In First language first: Community-based literacy programmes for minority language context in Asia, 87–95.
Le Pichon, E. (2012). Genèse de l’évolution des représentations de la communication exolingue par des enfants plurilingues: au commencement était l’apprentissage de la langue étrangère. Corela. Cognition, représentation, langage, (HS-11).
Le Pichon, E. & De Jonge, M. (2015). Linguistic and psychological perspectives on prolonged periods of silence in dual language learners. International Journal of Bilingual Education and Bilingualism, 19(4), 1-16.
Le Pichon, E. & Kambel, E-R (2016). Challenges of mathematics education in a multilingual post-colonial context - The case of Suriname. In Z. Babaci-Wilhite (Eds.), Human rights in language and STEM education (pp. 221-240). Rotterdam: Sense Publishers.
Le Pichon, E. (2016), New Patterns of Migration and Society. New Needs for Language Teaching (Nouvelles tendances en migration et société), document de travail pour un débat thématique de réflexion sur l’alphabétisation et l’apprentissage des langues, Bruxelles, 11.7.2016. 10
Lopez, G. R., Scribner, J. D., & Mahitivanichcha, K. (2001). Redefining parental involvement: Lessons from high-performing migrant-impacted schools.American Educational Research Journal, 38(2), 253-288.
Malda, M., Van De Vijver, F. J. R., Srinivasan, K., Transler, C., Sukumar, P., & Rao, K. (2008). Adapting a cognitive test for a different culture: An illustration of qualitative procedures. Psychology Science Quarterly, 50, 451-468.
Meier, R. P. (2012). Language and modality. In R. Pfau, M. Steinbach, & B. Woll (eds.), Sign language: An international handbook (pp. 574–601). Berlin: Mouton de Gruyter.
Nesse, A. (2008). Bilingual texts from a bilingual city. Neue Studien zum Archiv und zur Sprache der Hanseaten, 47-64.
Niesel, R. & Griebel, W. (2007). Enhancing transition competence of the child’s social systems through co-construction. In: Dunlop, A.-W & Fabian, H. (Eds.): Informing transitions in the early years. Research, policy and practice. Maidenhead: Open University Press, McGraw-Hill Education. 21 – 32.
Prasad, G. (2013). Children as co-ethnographers of their plurilingual literacy practices: an exploratory case study. Language and Literacy, 15(3), 4-30.
Rivera, M. O., Francis, D. J., Fernandez, M., Moughamian, A. C., Jergensen, J., & Lesaux, N. K. (2010). Effective Practices for English Language Learners: Principals from Five States Speak. Center on Instruction.
Rosenthal R. et Jacobson LF. (1968) Teacher Expectation for the Disadvantaged Scientific American, 218 (4), 19-23.
Smith, G. H. (1992) Tane Nui A Rangi’s Legacy: propping up the sky. Paper presented at the Australian Association for Research in Education/New Zealand Association for Research in Education Joint Conference, Geelong, Deakin University.
Sneddon, R (2008) ‘Young bilingual children learning to read with dual language books’ English Teaching: Practice and Critique 7 (2) 71-84.
Stanat, P. (2006). Disparitäten im schulischen Erfolg: Analysen zur Rolle des. Migrationshintergrunds
Trammel, K. (2016). What approaches have been proven effective for managing the use of two or more languages in a bilingual/multilingual curriculum? In B. Trudell & C. Young (Eds.), Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education (pp. 39 – 44). Dallas: SIL International.
UNESCO, (2003). Aspects of literacy assessment: topics and issues from the UNESCO Expert Meeting. From UNESCO Expert Meeting on Aspects of Literacy Assessment, Paris, 2003 [1]. Paris: UNESCO.
Vos, M., Pot, H. & Dotinga, A. (2012). Met mentoring naar de TOP! Toekomst, ontwikkeling en perspectief. Evaluatieonderzoek stimuleringsprogramma mentorprojecten. Groningen, ISW. Watson, E. M. (1979) The non-school environment and children’s creativity, Caribbean Journal of Education, 6 (3), pp. 178-196.
Watson, J. S. (1979). Perception of contingency as a determinant of social responsiveness. In E. B. Thoman (Ed.), Origins of the infant’s social responsiveness (pp. 33–64). Hillsdale, NJ: Erlbaum.
Wolbers, J. (1997) Implications for Early Intervention Teams Assisting West Coast Families Transition to School. A dissertation submitted to the Auckland College of Education.
Yeboah, D. A. (2010). Enhancing transition from early childhood phase to primary education: Evidence from the research literature, Early Years, 22, 51-68.
Young & Helot (2007). Parent Power : Parents as a Linguistic and Cultural Resource at School
