| LDR | | 01866nmm uu200409 4500 |
| 001 | | 000000330539 |
| 005 | | 20240805161645 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438269750 |
| 035 | |
▼a (MiAaPQ)AAI10846507 |
| 035 | |
▼a (MiAaPQ)wisc:15575 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Hamman, Laura. |
| 245 | 10 |
▼a Reframing the Language Separation Debate: Language, Identity, and Ideology in Two-way Immersion. |
| 260 | |
▼a [S.l.] :
▼b The University of Wisconsin - Madison.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 324 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Margaret R. Hawkins. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2018. |
| 520 | |
▼a This yearlong case study explores the language practices and ideologies that shape learning in a second-grade two-way immersion (TWI) classroom in Wisconsin. There is ongoing debate within the fields of bilingual education and second/foreign lan |
| 520 | |
▼a My dissertation study addresses these issues by tracing how classroom languaging and language ideologies shape student experiences of doing/being bilingual in an equity-oriented two-way immersion classroom that enforces strict language separatio |
| 590 | |
▼a School code: 0262. |
| 650 | 4 |
▼a Bilingual education. |
| 650 | 4 |
▼a Sociolinguistics. |
| 690 | |
▼a 0282 |
| 690 | |
▼a 0636 |
| 710 | 20 |
▼a The University of Wisconsin - Madison.
▼b Curriculum & Instruction. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0262 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15000135
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자 |