Page 1230 - e Prosiding Serai 2021

Seminar Penyelidikan dan Pertandingan Inovasi Peringkat Antarabangsa (Serai) 2021
21-22 September 2021

Chap, S. L., & Presmeg, N. (2011). Teaching mathematics in two languages: a teaching
dilemma of Malaysian Chinese primary schools. International Journal of Science and
Mathematics Education, 9(1), 137–161.

Chen, Y., Yang, T., & Chen, H. L. (2017). Challenges Encountered in a Chinese Immersion
Programme in the United States. The Asia-Pacific Education Researcher, 26(3), 163–
170.
Christian, D. (2016). Dual Language Education: Current Research Perspectives. International
Multilingual Research Journal, 10(1), 1–5.

Collier, S., Burston, B., & Rhodes, A. (2016). Teaching STEM as a second language utilizing
SLA to develop equitable learning for all students. Journal for Multicultural Education,
10(3), 1–17.
Cuenca, F. R., & Moore, P. (2018). Teacher Attitudes to Language in University Bilingual
Education. Monografico, 3, 89–102.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from
international practice. European Journal of Teacher Education, 40(3), 291 – 309.

Dimova, S., & Kling, J. (2018). Assessing English Medium Instruction Lecturer Language
Proficiency Across Disciplines. TESOL Quarterly, 52(3), 634–656.

Domingo, D. R. (2016). Content area effectiveness: English vs Filipino medium of instruction.
International Journal of Social Sciences, 2(1), 1514 – 1529.

Edele, A., Kempert, S., & Schotte, K. (2018). Does competent bilingualism entail advantages
for the third language learning of immigrant students? Learning and Instruction, 58, 232–
244.

Freeman, R. D. (1996). Dual language planning at Oyster Bilingual School: It’s much more
than language. TESOL Quarterly, 30(3), 557–582.

Freire, J. A., & Valdez, V. E. (2017). Dual language teachers’ stated barriers to implementation
of culturally relevant pedagogy. Bilingual Research Journal, 40(1), 55–69.
Hamman, L. (2018). Translanguaging and positioning in two-way dual language classrooms:
a case for criticality. Language and Education, 32(1), 21–42.
Haron, I., Gapor, A. L., Masran, M. N., Ibrahim, A. H., & Nor, M. M. (2008). The Effects of
PPSMI Policy in Primary Schools. Retrieved from
http://profabdullah1.wordpress.com/2009/02/08/11a-kesan-ppsmi-di-sekolah-rendah

Hopp, H., Vogelbacher, M., Kieseier, T. & Thoma, D. (2019). Bilingual advantages in early
foreign language learning: Effects of the minority and the majority language. Learning
and Instruction, 61, 99–110.

Ishak, I. (2011). Evaluation on the usage of the English language in the teaching of science
among Science teachers in secondary school in Selangor. [Unpublished Doctorate
Dissertation]. Universiti Kebangsaan Malaysia.
Jiang, L., Zhang, L. J. & May, S. (2019). Implementing English medium instruction in China:
teachers’ practices and perceptions, and students’ learning motivation and needs.
International Journal of Bilingual Education and Bilingualism, 22(2), 107 – 119.
Jong, E. J. D. (2016). Two-Way Immersion for the Next Generation: Models, Policies and
Principles. International Multilingual Research Journal, 10(1), 6–16.

e-Prosiding Serai 2021/e-ISBN 978-967-19359-3-4 1212