community languages schools bibliography...archer, l., b. francis, and a. mau. (2010). the culture...
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Reference list: Studies of community languages schools 2001 – 2020
The studies focus on community languages schools rather than heritage/ community
languages in general. If you know of more, please email us so that we can include them [email protected]
Aberdeen, G. C. (2016). Understanding heritage language schools in Alberta. Unpublished doctoral dissertation. Edmonton, AB: University of Alberta.
Anderson, J. (2008) Pre- and In-service Professional Development of Teachers of Community/Heritage Languages in the UK: Insider Perspectives, Language and Education 22(4), pp. 283-297.
Aravossitas, T. (2014). Communities taking the lead: mapping heritage language education assets. In P. P. Trifonas & T. Aravossitas (Eds.), Rethinking Heritage Language Education (pp. 141-166). Cambridge: Cambridge University Press. Aravossitas,T.(2016).Thehiddenschools:MappingGreekheritagelanguageeducationin
Canada.Doctoraldissertation.UniversityofToronto.http://hdl.handle.net/1807/71722
Aravossitas, T. & Oikonomakou, M. (2018a) Professional Development of Heritage
Language Instructors: Profiles, Needs, and Course Evaluation, in P.P. Trifonas, S & T. Aravosisitas (Eds) (2018) Handbook of Research and Practice in Heritage Language Education (Cham: Springer International), pp. 263-284.
Aravossitas,T.,&Oikonomakou,M.(2018b).TeachingandlearningofGreekasaheritage
languageinCanada.InI.Katsillis(Ed.),Proceedingoftheinternationalconferenceoneducationalresearch“Confrontingcontemporaryeducationalchallengesthroughresearch”(pp.230–38).DepartmentofPrimaryEducationoftheUniversityofPatras,June30–July02,2017,Patras,Greece:https://uperc2017.events.upatras.gr
Aravossitas, T. & Oikonomakou, M. (2018c) new Directions for Greek Education in the
Diaspora: Teaching Heritage Language Learners in Canada, in E.Skourtou, V. Kourtis-Kazoullis, T. Aravossitas & P. Trifonis (Eds.). Language Diversity in Greece: Local Challenges with Intenrational Implications. Multilingual Education, vol. 36.Springer: Switzerland.
Archer, L. & Francis, B. (2007). Understanding minority ethnic achievement: race, gender,
class and ‘success’ London: Routledge. Archer, L. & Francis, B. (2006). Constructions of racism by British-Chinese pupils and
parents, ‘Race’, Ethnicity and Education, 8(4), 387–407. Archer, L., B. Francis, and A. Mau. (2010). The culture project: Diasporic negotiations of
ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools. Oxford Review of Education 36:4, 407-426.
Archer, L., Francis, B. & Mau, A. (2009) ‘Boring and stressful’ or ‘ideal learning spaces’?
Pupils’ constructions of teaching and learning in Chinese supplementary schools, Research Papers in Education, 24(4),477–497.
Arthur, J. (2003) Baaro afkaaga Hooyo! A case of Somali literacy teaching in Liverpool.
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International Journal of Bilingual Education and bilingualism 6, /43, 253-266. Arthur, L. & Thorpe, A. (2018) Sustainability and leadership succession planning in
complementary schools, BELMAS conference presentation, July 2018.
Arvanitis, E. (2000). Greek Ethnic Schools in transition: Policy and Practice in Australia in the late 1990s. Ph.D Thesis, Melbourne, RMIT University.
Arvanitis, E. (2014). Rethinking intercultural learning spaces: The example of Greek Language Schooling in Australia, Educational Journal of the University of Patras UNESCO Chair 2014, 1(1), p. 60-68, ISSN: 2241-9152
Baldauf, R. B. (2005). Coordinating government and community support for community language teaching in Australia: Overview with special attention to New South Wales. International Journal of Bilingual Education & Bilingualism, 8(2), 132-144.*
Baldauf, R.B. et al (1997) The Community Languages Element. In Advancing Australia’s
Languages: Evaluation of the Commonwealth School Languages Program. DEEYA, Canberra..
Barradas, O. (2010). Linking community and mainstream schools: opportunities and
challenges for Portuguese language and culture classes. Lytra, V., & Martin, P. (Eds.) Sites of Multilingualism: Complementary schools in Britain today, Trentham Books: Stoke on Trent.
Barradas, O. (2014). Embroidering language: Multimodal learning and syncretism in a
European Portuguese complementary school, Language Issues: The ESOL Journal, 29, 2, 3-18.
Barradas, O. & Chen, Y. (2008). How Portuguese and Chinese community schools support
educational achievement, in C. Kenner and T. Hickey (Eds.) Multilingual Europe: Diversity and Learning. Stoke on Trent: Trentham Books
Beaudrie, S., Ducar, C. & Potowski, K. (2014). Heritage Language Teaching: Research and
Practice. Columbus, OH: McGraw-Hill Education. Bhatt, A., Bhojani, N., Creese, A., & Martin, P. (2004). NALDIC Occasional Paper 18:
Complementary and mainstream schooling: a case for reciprocity? NALDIC Publications Group.
Blackledge, A., & Angela, Creese, A. (2008). Contesting ‘Language’ as ‘Heritage’.
Negotiation of Identities in Late Modernity. Applied Linguistics 29/4: 533–554. Blackledge, A., Creese, A. (2009a). ‘Because tumi Bangali’: inventing and disinventing the
national in multilingual communities in UK. Ethnicities 9 (4), 451–476. Blackledge, A., & Creese, A. (2009b). Meaning-making as dialogic process: official and
carnival lives in the language classroom. Journal of Language, Identity, and Education 8 (4), 236–253.
Blackledge, A., & Creese, A., (2010a) Multilingualism: A critical perspective, London:
Continuum.
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Blackledge, A., & Creese, A. (2010b). Opening up flexible places: ideology and practice in complementary schools, in Lytra, V., & Martin, P. (Eds.) Sites of Multilingualism: Complementary schools in Britain today, Trentham Books: Stoke on Trent.
Blackledge, A. and A. Pavlenko. (2001). ‘Negotiation of identities in multilingual contexts,’
International Journal of Bilingualism 5/3: 243–59. Bonacina, F., & Garafanga, J. (2011). ‘Medium of instruction’ vs. ‘medium of classroom
interaction’: language choice in a French complementary school classroom in Scotland. International Journal of Bilingual Education and Bilingualism, 14,3, 319-334.
Borland, H. (2005). Heritage languages and community identity building: The case of a
language of lesser status, International Journal of Bilingual Education and Bilingualism, 2, 2.3, 109-123.
Borowczyk, M. (2020). Credentialing heritage: The role of community language schools in
implementing the Seal of Biliteracy, Foreign Language Annals, 53, 28-34. Bradunas, E. (1988). Introduction. In E. Bradunas & B. Topping (Eds.), Ethnic heritage and
language schools in America (pp. 13-27). Washington DC: Library of Congress. Brinton, D., Kagan, O., & Bauckus, S., (Eds.) (2008). Heritage Language Education: A New field
emerging. London: Routledge. Cardona, B., Noble, G. & di Biase, B. (2008). Community Languages Matter: Challenges
and opportunities facing the Community Languages Program in NSW, Penrith South: University of Western Sydney.
Charalambous, M. (2019). Negotiating and Constructing a Reflexive Multiliteracies
Pedagogy in a Greek Complementary School in London. Unpublished PhD Dissertation. Goldsmiths: University of London.
Chatzidaki, A., (2019). Greek schools in Germany as a “safe haven”; Teachers’ perspectives
on new migration and community language schools. In J. A. Panagiotopoulou, L. Rosen, C. Kirsch & A. Chatzidaki (Eds.), “New” Migration of Families from Greece to Europe and Canada: A “New” Challenge for Education? Wiesbaden: Springer VS.
Chan, L. (2016). Chinese reading development among young learners in a Chinese
Immersion Program and a Chinese Heritage Language School, Chinese Teaching in the World 2016-054 http://en.cnki.com.cn/Article_en/CJFDTOTAL-SJHY201604011.htm
Chao, T. H. (1997) Chinese Heritage Community Language Schools in the United States.
ERIC Digest. ED409744 . http://www.eric.ed.gov Chen, S. & Zhang, Y. (2014). Chinese Language Teaching in Australia. In X-L.Curdt-
Christiansen & A. Hancock (Eds.) Learning Chinese in Diasporic: Many Pathways to Being Chinese (pp.181-200). Amsterdam: John Benjamins.
Cheung, W.W. (2015). Conceptions of teaching and learning held by teachers of Mandarin
and Cantonese in complementary schools in Scotland, unpublished MPhil thesis. Chick, C.H. & Wright, W. Overcoming the obstacles: Vietnamese and Khmer heritage
Language Programs in California. In Kagan, O., Carreira, M., & Chik, C.H. (Eds.). The Routledge Book of Heritage Language Education: From Innovation to Program building. Routledge: London.
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Chinen, K. & Tucker, G.R. (2005). Heritage language development: Understanding the role
of ethnic identity and Saturday school participation, Heritage Language Journal, 3,1, 27-60.
Choudhury, R. (2013). Raising bilingual and bicultural Bangladeshi-American children in
New York City: Perspectives from educators and parents in a Bengali community program. In O. García, Z. Zakharia & B. Otcu (Eds.), Bilingual community education and multilingualism: Beyond heritage languages in a global city (pp. 60-73). Bristol: Multilingual Matters.
Chow, H. P. (2001). Learning the Chinese language in a multicultural milieu: Factors affecting Chinese-Canadian adolescents' ethnic language school experience. Alberta Journal of Educational Research, 47(4), 369-374.
Chow, H. 2004. Heritage language learning and ethnic identity maintenance: A case study of Chinese-Canadian adolescents. Regina, Canada: University of Regina.
Chun, A. (1996) Fuck Chineseness: on the ambiguities of ethnicity as culture as identity,
boundary 2, 23(2), 111–138. Chung, J. (2013). Hidden efforts, visible challenges: Promoting bilingualism in Korean-
America. Bilingual community education and multilingualism: Beyond heritage languages in a global city. O. García, Z. Zakharia and B. Otcu. Bristol: Multilingual Matters, 87-98.
Clyne, M. & Kipp, S. (eds.) (1999). Pluricentric Languages in an immigrant context: Spansh, Chinese, Arabic. Berlin: Mouton de Gruyter.
Clyne, M., Jenkins, C., Chen, I. Y., Tsokaldou, R., & Wallner, T. (1995). Developing second language from primary school: Models and outcomes. Deakin, ACT: National Languages and Literacy Institute of Australia.
Compton, C. J. (2001). Heritage language communities and schools: Challenges and recommendations. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource.(pp. 145–166). McHenry, IL: Delta Systems Company Inc.
Compton, C. J. (2001). Heritage language communities and schools: Challenges and
recommendations. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 145-166). McHenry, IL: Center for Applied Linguistics and Delta Systems.
Conteh, J. (2010). Making links across complementary and mainstream classrooms for
primary children and their teachers, in Lytra, V., & Martin, P. (Eds.) Sites of Multilingualism: Complementary schools in Britain today, Trentham Books: Stoke on Trent.
Conteh, J. (2011). ‘Safe spaces?’ sites of bilingualism for young learners in home, school and community, International Journal of Bilingual Education and Bilingualism, 14,3, 347-3760.
Conteh, J., S. Riasat, & S. Begum. (2013). Children learning multilingually in home, community and school contexts in Britain. In M. Schwartz & A. Verschik (Eds.), Successful family language policy: Parents, children and educators in interaction (pp. 83-102). London: Springer.
Creese, A. (2007). Nationalism and language in complementary schools. Paper presented at
BERA Conference, Institute of Education, 5–8 September 2007, London, UK.
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Creese, A. (2009). Building on young people's linguistic and cultural continuity: Complementary schools in the United Kingdom. Theory into Practice, 48(4), 267-273.
Creese, A., Baraç, T., Bhatt, A., Blackledge, A., Hamid, S., et al. (2008).Investigating multilingualism in complementary schools in four communities: Final report. RES-000-23-1180. Birmingham: University of Birmingham.
Creese, A., A. Bhatt, & P. Martin. (2007). Investigating multilingualism in Gujarati complimentary school in Leicester. University of Birmingham.
Creese, A., Bhatt, A., Bhojani, N. and Martin, P. (2006). Multicultural, Heritage and Learner
Identities in Complementary Schools, Language and Education 20(1) 23-43. Creese, A., & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A
pedagogy for learning and teaching? The Modern Language Journal, 94, 1103-115. Creese, A., & Martin, P. (2006). Interaction in complementary school contexts: Developing
identities of choice -- an introduction. Language & Education: An International Journal, 20(1), 1-4.
Creese, A., Baraç, T., Bhatt, A., Blackledge, A., Hamid, S., Li W., Lytra, V., Martin, P.,
Wu, C.,and Yağcıoğlu-Ali,. D., (2008): Investigating Multilingualism in Complementary Schools in Four Communities. Final Report. (RES-000- 23-1180). University of Birmingham
Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary
schools: Multiple language practices in interrelationship, Journal of Pragmatics, 43, 1196-1208.
Creese, A., & Wu, C. (2008). Classroom discourses in Chinese complementary schools. In:
Budach, Gabriele, Erfurt, Jürgen, Kunkel, Melanie (dir.), Ecoles plurilingues-multilingual schools: Konzepte, Institutionen und Akteure. Internationale Perspektiven. Peter Lang, Frankfurt M. et al., pp. 99–120.
Creese, A., Blackledge, A., and Hamid, S. (2007). Investigating Multilingualism in Bengali
Complementary Schools in Birmingham. University of Birmingham. Creese, A., Lytra, V., Barac ̧, T., Yağcloğlu-Ali, D, (2007). Investigating Multilingualism in
Turkish Complementary Schools in London. University of Birmingham. Creese, A., Wu, C, Li, Wei, (2007). Investigating Multilingualism in Chinese
Complementary Schools in Manchester. University of Birmingham. Cruickshank, K. (2015). Community languages schools: the importance of context in
understanding hybrid identities. In D. Djenar, A. Mahboob, K. Cruickshank (Eds.), Language and Identity Across Modes of Communication, (pp. 83-105). Berlin: Mouton de Gruyter.
Cruickshank, K. (2015). A framework for inclusion: Plurilingual teachers in day and
community schools. Australian Review of Applied Linguistics, 38(3), 155-171. Cruickshank, K. (2014). Exploring the -lingual between bi and mono: Young people and
their languages in an Australian context. In J. Conteh, G. Meier (Eds.), The Multilingual Turn in Languages Education: Opportunities and Challenges, (pp. 41-63). Bristol: Multilingual Matters.
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Cruickshank, K (2019). Community Languages School: Bucking the Trend? In P. Benson, A.
Chik and R. Moloney (eds.) The Multilingual City: Sydney Case Studies. London: Routledge.
Cruickshank,K.,Ellsmore,M.&Brownlee,P.(2018).TheSkillsinQuestion:Professional
LearningStrengthsandNeedsofteachersinNSWCommunityLanguagesSchools.SICLE:SydneyUniversitypp.71.
Csillik, E. & Golubeva, I. (Dealing With Language Gap in a Hungarian-English Early
Childhood Classroom. In E. Csillik & E. Golubeva (Eds.) International Approaches to Bridging the Language Gap. New York: IGI Global.
Curdt-Christiansen, X.L. (2006). Teaching and Learning Chinese: Heritage language
classroom discourse in Montreal, Language, Culture and Curriculum, 19(2), 189-207. Curdt-Christiansen, X.L. (2008). Reading the world through words: Cultural themes in
Chinese heritage language textbooks, Language and Education, 22(2), 189-207. Curdt-Christiansen, X.L. & Hancock, A. (Eds.), (2014). Learning Chinese in Diasporic
Communities: Many Pathways to Being Chinese. Amsterdam: John Benjamins.
Curdt-Christiansen, X. L., & Liu, J. (2017). Educating Multilingual Learners: The Voice of Heritage Language Teachers. Social Justice through Multilingual Education in Complementary Schools? Recent Studies on Teachers’ Perspectives from Europe and Canada. Paper presented at the ECER 2017 in Copenhagen, Denmark.
Doerr, N., Lee, K. (2016). Heritage Language Education without inheriting hegemonic
ideologies: Shifting perspective on ‘Korea’ in a weekend Japanese-language school in the United States, Diapora, Indigenous and minority Education, (10),2, 112-126.
Doerr, N. M., & Lee, K. (2009). Contesting Heritage: Language, Legitimacy, and Schooling
at a Weekend Japanese-Language School in the United States. Language and Education, 23(5), 425-441.
Doerr, N. M., & Lee, K. (2012). Drop-outs’ or ‘heritage learners’? Competing mentalities of
governmentality and invested meanings at a weekend Japanese language school in the USA. Discourse: Studies in the Cultural Politics of Education, 33(4), 561-573.
Du, X. (2016). Rethink about heritage language learning: A case study of children’s
Mandarin Chinese learning at a community language school in Ontario Canada, Language and Literacy, 19(1), 4-20.
Duff, P. A. (2008). Heritage language education in Canada. In D. M. Brinton, O. Kagan & S.
Bauckus (Eds.), Heritage language education: A new field emerging (pp. 71-90). New York: Routledge.
Elder, C. (2009) Reconciling accountability and development needs in heritage language
education: A communication challenge for the evaluation consultant, Language Teaching Research, 15, 1, 15-33.*
Elder, C. (2005). Evaluating the effectiveness of heritage language education. What role for
testing? International Journal of Bilingual Education and Bilingualism, 8, 196–212.*
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Extra, G. & Yagmur, K. (2011). Urban multilingualism in Europe: Mapping linguistic diversity in multicultural cities, Journal of Pragmatics, 43(5), 1173-1184.
Faltzi, R. (2011). The Patterning of Language Alternation in a Greek Supplementary School.
Selected Papers from the 19th ISTAL. https://www.enl.auth.gr/symposium19/. Accessed: February 2, 2019.
Faneca, R., Araujo, M., & Melo-Pfeiffer, S. (2016). Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools? Language and Intercultural Communication, DOI: 10.1080/14708477.2015.111375
Fishman, J. A. (2001). 300-plus years of heritage language education in the United States. In
J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 81-97). McHenry, IL: Center for Applied Linguistics and Delta Systems.
Fishman, J. (2014). Three hundred-plus years of heritage language education in the United States. In Terrence G. Wiley, Joy Kreeft Peyton, Donna Christian, Sarah Catherine K. Moore & Na Liu (eds.). Handbook of heritage, community, and native American languages in the United States: Research, policy, and educational practice, 36–44. New York: Routledge.
Francis, B. & Archer, L. (2005a). British-Chinese pupils’ and parents’ constructions of the
value of education, British Educational Research Journal, 31(1), 89–107. Francis, B. & Archer, L. (2005b). British-Chinese pupils’ constructions of gender and
learning, Oxford Review of Education, 31(3), 497–515. Francis, B., L. Archer, & A. Mau. (2008a). British-Chinese pupils' identities, achievement
and complementary schooling. Executive report. London: Roehampton University. Francis, B., L. Archer, and A. Mau. (2008b). British Chinese pupils’ identities, achievement
and complementary schooling: Full research report. (ESRC End of award report. RES – 000 – 231513) Swindon, UK:ESRC.
Francis, B., L. Archer, and A. Mau. (2009). Language as capital, or language as identity?
Chinese complementary school pupils’ perspectives on the purposes and benefits of complementary schools. British Educational Research Journal 25, no. 4: 519–53.
Francis, B., Archer, L. and Mau, A. (2010). Parents’ and teachers’ constructions of the
purposes of Chinese complementary schooling: ‘culture’, identity and power, Race Ethnicity and Education, 13:1, 101-117.
Francis, B., Archer, L. and Mau, A. (2010). Speaking of identity? British-Chinese young
people’s perspectives on language and ethnic identity. In X.L. Curdt-Christiansen & A. Hancock, (Eds). Learning Chinese in Diasporic Communities: Many pathways to being Chinese. Pp.203-218. Amsterdam: John Benjamins.
Freeman, R. (2007). Reviewing the research on language education programs, in O. Garcia
and C. Baker (Eds.) Bilingual Education: An introductory Reader. Clevedon: Multilingual Matters.
Gaiser, L., & Hughes, P. (2015). Language provision in Manchester’s supplementary
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Ganassin, S. (2017). Chinese community schools in English as intrcutural spaces: Pupils’, parents’ and teachers’ constructions of the Chinese language in T. Jin and F. Dervin (Eds.) Interculturality in Chinese language education, (pp. 107-130). Basingstoke: Palgrave macMillan.
Ganassin, S. (2019). Teaching and learning about Chinese culture: pupils’ and teachers’
experiences of Chinese community schooling in the UK, Language and Intercultural Communication, 19, 2. DOI: 10.1080/14708477.2018.1504953.
Ganassin, S. (2020). Language Culture and Identity in Two Chinese Community Schools:
More than one way of being Chinese? Clevedon: Multilingual Matters. Ganassin, S., and Holmes, P. (2019). ‘I was surprised to see you in a Chinese school’,:
Researching multilingually opportunities and challenges in community-based research,Applied Linguistics.
Garcia, O., Zakharia, Z. & Otcu, B. (2012). Bilingual Community Education and
Multilingualism: Beyond Heritage Languages in a Global City, Clevedon: Multilingual Matters.
Ghaffar-Kucher, A., & A. P. Mahajan. (2013). Salaam! Namaste!: Indian and Pakistani
community-based efforts towards mother tongue language maintenance. In O. García, Z. Zakharia & B. Otcu (Eds.), Bilingual community education and multilingualism: Beyond heritage languages in a global city (pp. 74-86). Bristol: Multilingual Matters.
Gindidis, M. (2013). Australian Community Language Teachers: A phenomenological study.
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Guardado, M., & Becker, A. (2014). ‘Glued to the family’: The role of familism in heritage language development strategies. Language, Culture and Curriculum, 7(3), 1-19.
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Hamdani, M. (2019). Language Maintenance and Heritage Language Education: The Case of a Weekend Arabic School in New Zealand. International Journal of Applied Linguistics and English Literature, 8, 2, 12-20.
Hancock, A. (2012). Unpacking mundane practices: Children’s experiences of learning literacy at a Chinese Complementary School in Scotland. Language and Education, 26(1), 1-17.
Hancock, A. (2014). Chinese complementary schools in Scotland and the continua of biliteracy. In X.L. Curdt-Christiansen & A. Hancock, (Eds). Learning Chinese in Diasporic Communities: Many pathways to being Chinese. Pp.59-80. Amsterdam: John Benjamins.
Hancock, A. (2016). Creating a dialogic space for research: a reading conference in a
Chinese complementary school, Language and Education, 126-142.
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Hancock, A., (2018). Extending the 1+2 language strategy: Complementary schools and their role in language learning in Scotland. Edinburgh: The University of Edinburgh.
Hancock, A., & Hancock, J. (2019). Scotland’s language communities and the 1+2
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Ivashinenko, N. (2018). Heritage Language Preservation, Social Networking and Transnational Activities: a study of Russian complementary schools in Scotland PhD Thesis, University of Glasgow.
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Jorgenson, J.N. (2008). Polylingual languaging around and among children and adolescents, International Journal of Multilingualism, 5(3), 161-176.
Kagan, O., Carreira, M., & Chik, C.H. (Eds.) (2017). The Routledge Book of Heritage
Language Education: From Innovation to Program building. Routledge: London.
Kano, N. (2013). Japanese community schools: New pedagogy for a changing population. In Ofelia García, Zeena Zakharia & Bahar Otcu (eds.). Bilingual community education and multilingualism: Beyond heritage languages in a global world, 99–112. Bristol: Multilingual Matters.
Kenner, C., & Ruby, M. (2013). Connecting children’s worlds: Creating a multilingual syncretic curriculum through partnership between complementary and mainstream schools. Journal of Early Childhood Literacy,13(3), 395–417.
Kenner, C., Creese, A., & Francis, B. (2008). Language, identity and learning in
complementary schools, community Languages, 22, 2-4. Kenner, C., Gregory, E., Ruby, M., & Al-Azami, S. (2008). Bilingual learning for second
and third generation children. Language, Culture & Curriculum, 21(2), 120-137.
Kim, J. (2011). Korean immigrant mothers’ perspectives: The meanings of a Korean heritage language school for their children’s American early schooling experiences. Early Childhood Education Journal, 39(2), 133–141.
Kim, J. (2017a). Immigrant adolescents investing in Korean heritage language: Exploring motivation, identities, and capital. The Canadian Modern Language Review 73(2). 183–207.
Kim, J. (2017b). Issues of motivation and identity positioning: Two teachers’ motivational practices for engaging immigrant children for learning heritage languages, International Journal of Bilingual Education and Bilingualism, 20(6), 638-651.
Kirsch, C. (2019). Teachers’, parents’ and children’s perspectives of teaching and learning Greek in a complementary school in Luxembourg. In J. A. Panagiotopoulou, L. Rosen, C. Kirsch & A. Chatzidaki (Eds.), “New” Migration of Families from Greece to Europe and Canada: A “New” Challenge for Education? Wiesbaden: Springer.
Kleyn, T., and Vayshenker, B. (2012). Russian bilingual education across public, private and
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Kresin, S. (2017). Slavic and East European Language Programs and Heritage Language
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Lam, V., Chaudry, F., Pinder, M., & Sura, T. (2020) British Sikhs in complementary
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