The references listed below and other sources were used to guide our thinking during rubric development. They informed both the structure of the rubrics and their content.
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Cloud, N., Genesee, F. & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle, Cengage Learning.
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Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2014). Biliteracy from the start: Literacy Squared in action. Philadelphia: Caslon Publishing.
Fortune, T. W. (2014). Immersion teaching strategies observation checklist. Retrieved from http://carla.umn.edu/immersion/checklist.pdf.
Fortune, T. W., & Tedick, D. J. (2019). Context matters: Translanguaging and language immersion education in the U.S. and Canada. In M. Haneda & H. Nassaji (Eds.), Perspectives on language as action: Essays in honor of Merrill Swain. Bristol, UK: Multilingual Matters.
Fortune, T. W., Tedick, D. J., & Walker, C. (2008). Integrated language and content teaching: Insights from the language immersion classroom. In T.W. Fortune, D. Tedick (Eds.), Pathways to Multilingualism: Evolving perspectives on immersion education (pp. 71–96). Clevedon, England: Multilingual Matters, Ltd.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). NY: Teachers College Press.
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Guerrero, M. D., & Lachance, J. R. (2018). The National Dual Language Education Teacher Preparation Standards. Albuquerque, NM: Dual Language Education of New Mexico & Fuente Press.
Hamayan, E., Genesee, F. & Cloud, N. (2013). Dual language instruction from A to Z: Practical guidance for teachers and administrators. Portsmouth, NH: Heinemann.
Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding principles for dual language education (3rd ed.). Washington, DC: Center for Applied Linguistics.
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Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins.
Lyster, R. (2016). Vers un approche intégrée en immersion [Towards an integrated approach in immersion]. Anjou, Québec: Les Éditions CEC.
Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169–197.
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Lyster, R. & Tedick, D. J. (2014). Research perspectives on immersion pedagogy: Looking back and looking forward. Journal of Immersion and Content-Based Language Education [Special issue], 2(2), 210–224. doi: 10.1075/jicb.2.2.04lys
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Met, M. (2008). Paying attention to language: Literacy, language and academic achievement. In T.W. Fortune, D. Tedick (Eds.), Pathways to Multilingualism: Evolving perspectives on immersion education (pp. 49–70). Clevedon, England: Multilingual Matters, Ltd.
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Palmer, D. K. (2009). Middle-class English speakers in a two-way immersion bilingual classroom: ‘Everybody should be listening to Jonathan right now...’. TESOL Quarterly, 43(2), 177–202.
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Young, A. I. & Tedick, D. J. (2016). Collaborative dialogue in a two-way Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 135–160). Amsterdam: John Benjamins.