[Agirdag, O. (2010). Exploring bilingualism in a monolingual school system: Insights from Turkish and native students from Belgian schools. British Journal of Sociology of Education, 31(3), 307–321. doi: 10.1080/0142569100370054010.1080/01425691003700540]Open DOISearch in Google Scholar
[Agirdag, O., & Vanlaar, G. (2016). Does more exposure to the language of instruction lead to higher academic achievement? A cross-national examination. International Journal of Bilingualism, 22(1), 123–137. doi: 10.1177/1367006916658711.10.1177/1367006916658711]Open DOISearch in Google Scholar
[Auger, N. (2008). Comparing our languages (a tool for maintaining individual multilingualism). Synergies sud-est européen, 1, 93–99. Retrieved from http://gerflint.fr/Base/SE-europe/auger.pdf.]Search in Google Scholar
[Celic, C. & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. New York, NY: CUNY-NYSIEB. Retrieved from http://www.nysieb.ws.gc.cuny.edu/files/2012/06/FINAL-Translanguaging-Guide-With-Cover-1.pdf.]Search in Google Scholar
[Chumak-Horbatsch, R. (2012). Linguistically appropriate practice: A guide for working with young immigrant children. Toronto: University of Toronto Press.]Search in Google Scholar
[Chumak-Horbatsch, R. (Ed.), (2019). Using linguistically appropriate practice: A guide for teaching in multilingual classrooms. Bristol: Multilingual Matters.]Search in Google Scholar
[Christensen, G., & Stanat, P. (2007, September). Language policies and practices for helping immigrant second-generation students succeed. The Transatlantic Task Force on Immigration and Integration convened by the Migration Policy Institute and Bertlesmann Stiftung. Retrieved from https://www.migrationpolicy.org/research/language-policies-and-practices-helping-immigrants-and-second-generation-students-succeed.]Search in Google Scholar
[Cook, V. (1995). Multi-competence and learning of many languages. Language, Culture and Curriculum, 8, 93–98.10.1080/07908319509525193]Search in Google Scholar
[Cook, V. (2007). The goals of ELT: Reproducing native-speakers or promoting multicompetence among second language users? In J. Cummins and C. Davison (Eds.), International handbook of English language education. Volume 1 (pp. 237–248). Norwell, MA: Springer.]Search in Google Scholar
[Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–251.10.3102/00346543049002222]Search in Google Scholar
[Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (ed.), Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University.]Search in Google Scholar
[Cummins, J. (1999). Alternative paradigms in bilingual education research: Does theory have a place? Educational Researcher, 28(7), 26–41.10.3102/0013189X028007026]Search in Google Scholar
[Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles: California Association for Bilingual Education.]Search in Google Scholar
[Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. The Canadian Journal of Applied Linguistics, 10, 221–240.]Search in Google Scholar
[Cummins, J. (2009). Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11, 38–56.]Search in Google Scholar
[Cummins, J. (2017). Teaching minoritized students: Are additive approaches legitimate? Harvard Education Review, 87(3), 404–425.10.17763/1943-5045-87.3.404]Search in Google Scholar
[Cummins, J. (2018). Urban multilingualism and educational achievement: Identifying and implementing evidence-based strategies for school improvement. In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens, & K. Maryns (Eds.) The multilingual edge of education (pp. 67–90). London: Palgrave Macmillan.]Search in Google Scholar
[Cummins, J., & Early, M. (Eds.), Identity texts: The collaborative creation of power in multilingual schools. Stoke-on-Trent, England: Trentham Books.]Search in Google Scholar
[DeFazio, A. J. (1997). Language awareness at The International High School. In L. Van Lier and D. Corson (Eds.), Knowledge about language. Encyclopedia of Language and Education (pp. 99–107). Dordrecht, The Netherlands: Kluwer Academic Publishers, Inc.]Search in Google Scholar
[DevTech Systems Inc. (1996). A descriptive study of the ESEA Title VII educational services provided for secondary school limited English proficient students: Final report. Washington, DC: National Clearinghouse for Bilingual Education.]Search in Google Scholar
[Edele, A., & Stanat, P. (2016). The role of first-language listening comprehension in second-language reading comprehension. Journal of Educational Psychology, 108(2), 163–180.10.1037/edu0000060]Search in Google Scholar
[Esser, H. (2006). Migration, language, and integration. AKI Research Review 4. Berlin: Programme on Intercultural Conflicts and Societal Integration (AKI), Social Science Research Center. Retrieved from https://wzb.eu/www2000/alt/aki/files/aki_research_review_4.pdf.]Search in Google Scholar
[Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85, 149–171.10.17763/0017-8055.85.2.149]Search in Google Scholar
[Francis, D., Lesaux, N., & August, D. (2006). Language of instruction. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners. Report of the National Literacy Panel on Language-Minority Children and Youth. (pp. 365–413). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.]Search in Google Scholar
[García, O. (2009). Bilingual education in the 21st century. A global perspective. Boston: Basil Blackwell.]Search in Google Scholar
[García, O. & Kleyn, T. (Eds.), (2016). Translanguaging with multilingual students: Learning from classroom moments. New York: Routledge.10.4324/9781315695242]Search in Google Scholar
[García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.10.1057/9781137385765]Search in Google Scholar
[Hélot, C., & Young, A. (2006). Imagining multilingual education in France: A language and cultural awareness project at primary level. In O. García, T. Skutnabb-Kangas, & M. T. Torres-Guzmán, (Eds.), Imagining multilingual schools: Languages in education and glocalization (pp. 69–90). Clevedon, England: Multilingual Matters.]Search in Google Scholar
[Herdina, P. & Jessner. U. (2002). A dynamic model of multilingualism: Changing the psycholinguistic perspective. Clevedon, UK: Multilingual Matters.10.21832/9781853595547]Search in Google Scholar
[Kapoyannis, T. (2019). Literacy engagement in multilingual and multicultural learning spaces. TESL Canada Journal, 36(2), 1–25. doi: 10.18806/tesl.v36i2.1298.10.18806/tesl.v36i2.1298]Search in Google Scholar
[Little, D. & Kirwin, D. (2018). Translanguaging as a key to educational success: The experience of one Irish primary school. In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens, & K. Maryns (Eds.), The multilingual edge of education (pp. 313–339). London: Palgrave Macmillan.]Search in Google Scholar
[Little, D. & Kirwin, D. (2019). Engaging with linguistic diversity. London: Bloomsbury Academic.10.5040/9781350072053]Search in Google Scholar
[Mary, L. & Young, A. S. (2017). From silencing to translanguaging: Turning the tide to support emergent bilinguals in transition from home to pre-school. In B. Paulsrud, J. Rosen, B. Straszer, & A. Wedin (Eds.), New perspectives on translanguaging and education (pp. 108–128). Bristol: Multilingual Matters.]Search in Google Scholar
[Messick, S. (1987). Validity. Research Report, RR-87-90. Princeton, NJ: Educational Testing Service.]Search in Google Scholar
[National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. doi: 10.17226/24677.10.17226/24677]Search in Google Scholar
[Nusche, D. (2009). What works in migrant education? A review of evidence and policy options. OECD Education Working Papers, No. 22, OECD Publishing. doi: 10.1787/227131784531.10.1787/227131784531]Open DOISearch in Google Scholar
[OECD. (2012). Untapped skills: Realising the potential of immigrant students. Paris: OECD.10.1787/9789264172470-en]Search in Google Scholar
[OECD (2015). Helping immigrant students succeed at school – and beyond. OECD, Paris. Retrieved from https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and-beyond.pdf.10.1787/9789264249509-en]Search in Google Scholar
[Pickel, T., & Hélot, C. (2014). ‘Because it is my life, and I’m the one who makes choices’. Newcomers in the French education system and career guidance: What about their plurilingual competence? In P. Grommes & A. Hu (Eds.), Plurilingual education: Policies – practice – language development (pp. 161–117). Hamburg: Hamburg Studies in Linguistic Diversity: John Benjamins.]Search in Google Scholar
[Porter, R. P. (1990). Forked tongue: The politics of bilingual education. New York, NY: Basic Books.]Search in Google Scholar
[Prasad, G. (2016). Beyond the mirror towards a plurilingual prism: Exploring the creation of plurilingual “identity texts” in English and French classrooms in Toronto and Montpellier. Intercultural Education, 26(6), 497–514. Special Issue ed. A. Gagné & C. Schmidt. doi: 10.1080/14675986.2015.1109775.10.1080/14675986.2015.1109775]Open DOISearch in Google Scholar
[Pulinx, R., Van Avermaet, P., & Agirdag, O. (2016) Silencing linguistic diversity: The extent, the determinants, and consequences of the monolingual beliefs of Flemish teachers. International Journal of Bilingual Education and Bilingualism, 20(5), 542–556. doi: 10.1080/13670050.2015.1102860.10.1080/13670050.2015.1102860]Open DOISearch in Google Scholar
[Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York, NY: Alfred A. Knopf.]Search in Google Scholar
[Rossell, C. H., & Baker, K. (1996). The effectiveness of bilingual education. Research in the Teaching of English, 30, 7–74.]Search in Google Scholar
[Rossell, C. H., & Kuder, J. (2005). Meta-Murky: A rebuttal to recent meta-analyses of bilingual education. In J. Söhn (Ed.), The effectiveness of bilingual school programs for immigrant children. AKI Research Review 2 (pp. 43–76). Berlin: Programme on Intercultural Conflicts and Societal Integration (AKI), Social Science Research Center. Retrieved from http://www.ssoar.info/ssoar/handle/document/11029.]Search in Google Scholar
[Schlesinger, A. J. (1991). The disuniting of America. New York: W.W. Norton.]Search in Google Scholar
[Scheele, A. F., Leseman, P., & Mayo, A. Y. (2010). The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31, 117–140. doi: 10.1017/S0142716409990191.10.1017/S0142716409990191]Open DOISearch in Google Scholar
[Stanat, P., & Christensen, G. (2006). Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003. Paris: OECD.]Search in Google Scholar
[Truth and Reconciliation Commission of Canada. (2015). Canada’s residential schools: The history, Part 1 Origins to 1939. The Final Report of the Truth and Reconciliation Commission of Canada, Volume 1.]Search in Google Scholar
[Retrieved from http://nctr.ca/assets/reports/Final%20Reports/Volume_1_History_Part_1_English_Web.pdf.]Search in Google Scholar
