<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942018000200219</article-id>
<article-id pub-id-type="doi">10.5294/edu.2018.21.2.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La inclusividad lingüística en la educación multilingue de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersión dual]]></article-title>
<article-title xml:lang="en"><![CDATA[Linguistic Inclusiveness in Multilingual Education in California: Coexistence between Language Varieties and Registers to Enrich Dual Immersion Classrooms]]></article-title>
<article-title xml:lang="pt"><![CDATA[A inclusão linguística na educação multilíngue da Califórnia: coexistência de variedades e registros de língua para enriquecer a sala de aula de imersão dual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solsona-Puig]]></surname>
<given-names><![CDATA[Jordi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capdevila-Gutiérrez]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Valls]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pepperdine University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Glendale Unified School District California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Estados Unidos de América</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,California State University  ]]></institution>
<addr-line><![CDATA[Fullerton ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>219</fpage>
<lpage>236</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942018000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942018000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942018000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En las aulas de inmersión dual de California, múltiples variedades, niveles y registros lingüísticos conviven cuando los estudiantes y maestros nativos en la lengua de instrucción aportan la riqueza de sus diferentes orígenes lingüísticos. Es sabido que el español es el idioma con mayor presencia dentro de estos programas en todo Estados Unidos. No obstante, el dilema de cómo enfrentarse a la coexistencia de diferentes variedades de un mismo idioma de instrucción afecta también a programas de inmersión deforma transnacional. Consecuentemente, otras tantas modalidades pueden llegar a convivir en el aula de inmersión dual, en especial cuando los estudiantes hispanohablantes tienen raíces inmigrantes de múltiples orígenes geográficos y socioeconómicos. Lejos de la aceptación exclusiva de una modalidad única o preferible, en este artículo se propone que el aula de inmersión dual sea un ejemplo de inclusividad y respeto por las múltiples variedades lingüísticas como fuente de riqueza trasladable al aprendizaje de cualquier idioma. Un aula lingüísticamente inclusiva se antoja más respetuosa con las múltiples identidades de sus hablantes y acorde con la naturaleza viva de cualquier idioma, especialmente en sociedades multilingües. Finalmente, el artículo incluye recomendaciones tanto para la instrucción de lengua y contenidos como para la capacitación de maestros bilingües desde la perspectiva de inclusividad lingüística.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In California's dual immersion classrooms, multiple varieties, levels and linguistic registers coexist when students and teachers whose mother tongue is the language of instruction contribute the richness of their different linguistic origins. Spanish is known to be the predominant language within these programs throughout the United States. However, the dilemma of how to deal with the coexistence of different varieties of the same language of instruction also affects immersion programs in other languages. Consequently, other modalities can coexist in a dual immersion classroom, especially when Spanish-speaking students have immigrant roots of various geographical and socio-economic origins. Far from accepting a single or preferable arrangement exclusively, this article proposes the dual immersion classroom be an example of inclusiveness and respect for the diversity of multiple linguistic varieties as a source of transferable wealth for learning any language. A linguistically inclusive classroom seems more respectful of the multiple identities of its speakers and in keeping with the living nature of any language, especially in multilingual societies. The article ends with recommendations for language and content instruction as well as for training bilingual teachers from the standpoint of linguistic inclusivity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nas salas de aula de imersão dual da Califórnia, múltiplas variedades, níveis e registros linguísticos coexistem quando os estudantes e os professores nativos da língua de instrução contribuem para a riqueza de suas diferentes origens linguísticas. Sabe-se que o espanhol é a língua com maior presença dentro desses programas nos Estados Unidos. No entanto, o dilema de como trabalhar com a coexistência de diferentes variedades de um mesmo idioma de instrução afeta também os programas de imersão em outras línguas. Como consequência, muitas outras modalidades podem chegar a conviver na sala de aula de imersão dual, especialmente quando os estudantes hispanofalantes têm raízes imigrantes de múltiplas origens geográficas e socioeconómicas. Longe da aceitação exclusiva de uma modalidade única ou preferível, este artigo propõe que a sala de aula de imersão dual deve ser um exemplo de inclusão e respeito à diversidade de múltiplas variedades linguísticas como fonte de riqueza transferível à aprendizagem de qualquer idioma. Uma sala de aula linguisticamente inclusiva parece respeitar mais as múltiplas identidades de seus falantes e concorda com a natureza viva de qualquer idioma, especialmente em sociedades multilíngues. Finalmente, o artigo inclui recomendações tanto para a instrução de língua e seus conteúdos como para a formação de professores bilíngues a partir da perspectiva da inclusão linguística.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[California - EE.UU.]]></kwd>
<kwd lng="es"><![CDATA[educación multilingüe]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[inclusión lingüística]]></kwd>
<kwd lng="en"><![CDATA[California]]></kwd>
<kwd lng="en"><![CDATA[USA]]></kwd>
<kwd lng="en"><![CDATA[multilingual education]]></kwd>
<kwd lng="en"><![CDATA[language of instruction]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[linguistic inclusion]]></kwd>
<kwd lng="pt"><![CDATA[Educação multilíngue, Inclusão linguística, ensino de idiomas]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Califórnia - E.U.A.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ada]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Zubizarreta]]></surname>
<given-names><![CDATA[G. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nacer bailando.]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Atheneum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alanís]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sustaining a dual language immersion program: Features of success.]]></article-title>
<source><![CDATA[Journal of Latinos and Education]]></source>
<year>2008</year>
<volume>7</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>305-19</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alba]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<source><![CDATA[El español estándar desde la perspectiva dominicana]]></source>
<year>2001</year>
<publisher-name><![CDATA[Brigham Young University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alfonso]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Programas de doble inmersión: educación bilingüe y lenguas minoritarias en Estados Unidos y México.]]></article-title>
<source><![CDATA[Pedagogía y Saberes]]></source>
<year>2017</year>
<numero>47</numero>
<issue>47</issue>
<page-range>107-19</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alim]]></surname>
<given-names><![CDATA[S. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critical language awareness in the United States: Revisiting issues and revisiting pedagogies in a resegregated society.]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>2005</year>
<volume>34</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>24-31</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alonso]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Durand]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La persistencia del español en los colectivos hispanos de Estados Unidos: Una introducción]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Alonso]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Durand]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[El futuro del español en los Estados Unidos: La lengua en las comunidades de migrantes hispanos]]></source>
<year>2008</year>
<page-range>1-46</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Ariel]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Altbach]]></surname>
<given-names><![CDATA[P. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[The International Imperative in Higher Education]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Róterdam, Holanda ]]></publisher-loc>
<publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anzaldúa]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Borderlands/La frontera: The new Mestiza.]]></source>
<year>2012</year>
<publisher-loc><![CDATA[San Francisco ]]></publisher-loc>
<publisher-name><![CDATA[Aunt Lute Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Betancur-García]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mestizaje lingüístico y cultural.]]></article-title>
<source><![CDATA[Revista Venezolana de Análisis de Coyuntura]]></source>
<year>2014</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>103-29</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<collab>CAL - Center for Applied Linguistics</collab>
<source><![CDATA[Growth of the TWI programs, 1962-present]]></source>
<year>2018</year>
<month>a</month>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<collab>CAL - Center for Applied Linguistics</collab>
<source><![CDATA[Language of Initial Literacy Instruction in Two-Way Immersion Programs]]></source>
<year>2018</year>
<month>b</month>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cammarata]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Tedick]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Balancing content and language in instruction: The experience of immersion teachers]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>2012</year>
<volume>96</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>251-69</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cassany]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prácticas lectoras democratizadoras.]]></article-title>
<source><![CDATA[Textos de Didáctica de la Lengua y la Literatura]]></source>
<year>2011</year>
<numero>58</numero>
<issue>58</issue>
<page-range>29-40</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castells]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Globalization identity and the state.]]></article-title>
<source><![CDATA[Social Dynamics: A Journal of African Studies]]></source>
<year>2008</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-17</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<collab>CDE - California Department of Education</collab>
<source><![CDATA[Facts about English Learners in California.]]></source>
<year>2018</year>
<month>a</month>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<collab>CDE - California Department of Education</collab>
<source><![CDATA[Two-Way Language Immersion Program FAQ]]></source>
<year>2018</year>
<month>b</month>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="">
<collab>CLI - California Legislative Information</collab>
<source><![CDATA[Senate Bill 1174. Relating to English language education]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cummins]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Linguistic interdependence and the educational development of bilingual children.]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1979</year>
<numero>49</numero>
<issue>49</issue>
<page-range>222-51</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cummins]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Early]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Reino Unido ]]></publisher-loc>
<publisher-name><![CDATA[Trentham Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Jong]]></surname>
<given-names><![CDATA[E. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Two-way immersion for the next generation: Models, policies, and principles.]]></article-title>
<source><![CDATA[International Multilingual Research Journal]]></source>
<year>2016</year>
<volume>70</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>6-16</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Jong]]></surname>
<given-names><![CDATA[E. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Howard]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integration in two-way immersion education: Equalising linguistic benefits for all students.]]></article-title>
<source><![CDATA[International Journal of Bilingual Education and Bilingualism]]></source>
<year>2009</year>
<volume>72</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>81-99</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Delpit]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language diversity and learning]]></article-title>
<source><![CDATA[The critical pedagogy reader]]></source>
<year>2009</year>
<page-range>324-37</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Rutledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Vítores]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[El Español, una lengua viva. Informe 2077.]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Cervantes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogy of hope: Reliving pedagogy of oppressed]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Bloomsbury Academic]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gallardo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Wittgenstein: Epistemología y lenguaje.]]></article-title>
<source><![CDATA[Praxis]]></source>
<year>2011</year>
<numero>66</numero>
<issue>66</issue>
<page-range>87-97</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gándara]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Overcoming Triple Segregation]]></article-title>
<source><![CDATA[Educational Leadership]]></source>
<year>2010</year>
<volume>68</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>60-4</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Kleifgen]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educating emergent bilinguals: Policies, programs and practices for English Language Learners.]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Teachers College Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ghosh]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Galczynski]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Redefining multicultural education: Inclusion and the right to be different.]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Toronto ]]></publisher-loc>
<publisher-name><![CDATA[Canadian Scholars' Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hornberger]]></surname>
<given-names><![CDATA[N. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La educación multilingüe, política y práctica: Diez certezas.]]></article-title>
<source><![CDATA[Revista Guatemalteca de Educación]]></source>
<year>2009</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-44</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Howard]]></surname>
<given-names><![CDATA[E. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lindholm-Leary]]></surname>
<given-names><![CDATA[K. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sugarman]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Christian]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rogers]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Guiding principles for dual language education.]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[Center for Applied Linguistics]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Huguet]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Lasagabaster]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Vila]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bilingual education in Spain: present realities and future challenges]]></article-title>
<source><![CDATA[Encyclopedia of language and education]]></source>
<year>2008</year>
<page-range>1672-82</page-range><publisher-loc><![CDATA[EE.UU. ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ibarra]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La integración lingüística del alumnado inmigrado.]]></article-title>
<source><![CDATA[Textos de Didáctica de la Lengua y la Literatura]]></source>
<year>2012</year>
<numero>61</numero>
<issue>61</issue>
<page-range>9-21</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krashen]]></surname>
<given-names><![CDATA[S. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[The input hypothesis: Issues and implications.]]></source>
<year>1985</year>
<publisher-loc><![CDATA[Toronto ]]></publisher-loc>
<publisher-name><![CDATA[Addison-Wesley Longman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kubota]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critical multiculturalism and second language education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Norton]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Critical pedagogies and language learning]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Vancouver ]]></publisher-loc>
<publisher-name><![CDATA[University of British Columbia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lasagabaster]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Huguet]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Multilingualism in European bilingual contexts: Language use and attitudes]]></source>
<year>2007</year>
<volume>135</volume>
<publisher-loc><![CDATA[Clevedon, Reino Unido ]]></publisher-loc>
<publisher-name><![CDATA[Multilingual Matters]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lasagabaster]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Sierra]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Immersion and CLIL in English: more differences than similarities]]></article-title>
<source><![CDATA[ELT journal]]></source>
<year>2009</year>
<volume>64</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>367-75</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lindholm-Leary]]></surname>
<given-names><![CDATA[K. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The rich promise of two-way immersion]]></article-title>
<source><![CDATA[Educational Leadership]]></source>
<year>2005</year>
<volume>62</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>56-9</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lindholm-Leary]]></surname>
<given-names><![CDATA[K. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Block]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Achievement in predominantly low SES/Hispanic dual language schools]]></article-title>
<source><![CDATA[International Journal of Bilingual Education and Bilingualism]]></source>
<year>2010</year>
<volume>73</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>43-60</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lindholm-Leary]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Achievement and language proficiency of Latino students in dual language programmes: Native English speakers, fluent English/previous ELLs, and current ELLs.]]></article-title>
<source><![CDATA[Journal of Multilingual and Multicultural Development]]></source>
<year>2011</year>
<volume>32</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>531-45</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Livingstone]]></surname>
<given-names><![CDATA[K. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La efectividad de un modelo metodológico mixto para la enseñanza-aprendizaje de español como lengua extranjera.]]></article-title>
<source><![CDATA[Boletín de Filología]]></source>
<year>2009</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>89-118</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lomas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La educación lingüística, entre el deseo y la realidad.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lomas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[La educación lingüística, entre el deseo y la realidad: competencias comunicativas y enseñanza del lenguaje]]></source>
<year>2014</year>
<page-range>9-17</page-range><publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Flacso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marian]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Shook]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Schroeder]]></surname>
<given-names><![CDATA[S. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bilingual two-way immersion programs benefit academic achievement]]></article-title>
<source><![CDATA[Bilingual Research Journal]]></source>
<year>2013</year>
<volume>36</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>167-86</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martín-Peris]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿A qué nos referimos cuando hablamos de "usar una lengua para aprenderla"?]]></article-title>
<source><![CDATA[Bellaterra Journal of Teaching and Learning Language and Literature]]></source>
<year>2010</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McAndrew]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Fragile Majorities and Education: Belgium, Catalonia, Northern Ireland, and Quebec]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Kingston ]]></publisher-loc>
<publisher-name><![CDATA[McGill-Queen's Press-MQUP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montrul]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[El bilingüismo en el mundo hispanohablante.]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Malden ]]></publisher-loc>
<publisher-name><![CDATA[John Wiley &amp; Sons]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nero]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ahmad]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Vernaculars in the classroom: Paradoxes, pedagogy, possibilities.]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Paffey]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language ideologies and the globalization of "standard" Spanish.]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Broadway ]]></publisher-loc>
<publisher-name><![CDATA[Bloomsbury Academic]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palmer]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A dual immersion strand programme in California: Carrying out the promise of dual language education in an English-dominant context.]]></article-title>
<source><![CDATA[International Journal of Bilingual Education and Bilingualism]]></source>
<year>2007</year>
<volume>70</volume>
<numero>6</numero>
<issue>6</issue>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Planas]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Civil]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language-as-resource and language-as-political: Tensions in the bilingual Mathematics classroom.]]></article-title>
<source><![CDATA[Mathematics Education Research Journal]]></source>
<year>2013</year>
<volume>25</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>361-78</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Potowski]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance.]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>2004</year>
<volume>88</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>75-101</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Potowski]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and identity in a dual immersion school]]></source>
<year>2007</year>
<volume>63</volume>
<publisher-loc><![CDATA[Clevedon, Reino Unido ]]></publisher-loc>
<publisher-name><![CDATA[Multilingual Matters]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrasquillo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Soon-Lee]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[The bilingual advantage: Promoting academic development, biliteracy and native language in the classroom]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Teachers College Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez-Valls]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Culturally relevant poetry: Creating Esperanza (hope) with stanzas.]]></article-title>
<source><![CDATA[Multicultural Education]]></source>
<year>2009</year>
<volume>77</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>10-3</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez-Valls]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Capdevila-Gutiérrez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Qué voces escuchas? Aproximación a la lectura de cuentos a través de los ojos de los héroes silenciosos.]]></article-title>
<source><![CDATA[Bilingual Review/Revista Bilingüe]]></source>
<year>2017</year>
<volume>33</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>63-75</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez-Valls]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Solsona-Puig]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Capdevila-Gutiérrez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history.]]></article-title>
<source><![CDATA[Cogent Education]]></source>
<year>2017</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estatus, solidaridad y representación social de las variedades de la lengua española entre hispanohablantes de Santiago de Chile.]]></article-title>
<source><![CDATA[Literatura y lingüística]]></source>
<year>2014</year>
<numero>29</numero>
<issue>29</issue>
<page-range>251-70</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schütz]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stephen Krashen's theory of second language acquisition.]]></article-title>
<source><![CDATA[English made in Brazil]]></source>
<year>2007</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Senesac]]></surname>
<given-names><![CDATA[B. V. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Two-way bilingual immersion: A portrait of quality schooling]]></article-title>
<source><![CDATA[Bilingual Research Journal]]></source>
<year>2002</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>85-101</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shin]]></surname>
<given-names><![CDATA[S. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Bilingualism in schools and society: Language, identity, and policy.]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Showstack]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Symbolic power in the heritage language classroom: How Spanish heritage speakers sustain and resist hegemonic discourses on languages and cultural diversity.]]></article-title>
<source><![CDATA[Spanish in Context]]></source>
<year>2012</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Starr]]></surname>
<given-names><![CDATA[R. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching the Standard without Speaking the Standard: Variation Among Mandarin-Speaking Teachers in a Dual-Immersion School.]]></article-title>
<source><![CDATA[University of Pennsylvania Working Papers in Linguistics]]></source>
<year>2010</year>
<volume>75</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tarone]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Swain]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A sociolinguistic perspective on second language use in immersion classrooms]]></article-title>
<source><![CDATA[The Modern Language Journal]]></source>
<year>1995</year>
<volume>79</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>166-78</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trujillo-Sáez]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Lorenzo]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Vez]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación bilingüe. Integración de contenidos y segundas lenguas.]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="">
<collab>USCB - United States Census Bureau</collab>
<source><![CDATA[California Quick Facts.]]></source>
<year>2018</year>
<month>a</month>
</nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="">
<collab>USCB - United States Census Bureau</collab>
<source><![CDATA[Language spoken at home: California]]></source>
<year>2018</year>
<month>b</month>
</nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Velasco-Orozco]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La investigación etnográfica y el maestro.]]></article-title>
<source><![CDATA[Tiempo de Educar]]></source>
<year>2003</year>
<volume>4</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>153-69</page-range></nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vila-Moreno]]></surname>
<given-names><![CDATA[F. X.]]></given-names>
</name>
</person-group>
<source><![CDATA[When classes are over. Language choice and language contact in bilingual education in Catalonia.]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Bruselas ]]></publisher-loc>
<publisher-name><![CDATA[Vrije Universiteit Brussel]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
