Page 1235 - e Prosiding Serai 2021
P. 1235
Seminar Penyelidikan dan Pertandingan Inovasi Peringkat Antarabangsa (Serai) 2021
21-22 September 2021
Jong, E. J. D., & Bearse, C. I. (2014). Dual language programs as a strand within a secondary
school: dilemmas of school organization and the TWI mission. International Journal of
Bilingual Education and Bilingualism, 17(1), 15–31.
Lee, J. S., & Jeong, E. (2013). Korean-English dual language immersion: perspectives of
students, parents and teachers. Language, Culture and Curriculum, 26(1), 89–107.
Li, J., Steele, J., Slater, R., Bacon, M., & Miller, T. (2016). Teaching Practices and Language
Use in Two-Way Dual Language Immersion Programs in a Large Public School District.
International Multilingual Research Journal, 10(1), 31–43.
Lindholm-Leary, K., & Howard, E. (2008). Language and academic achievement in two-way-
immersion programs. In T. Fortune & D. Tedick (Ed.). Path-ways to bilingualism:
Evolving Perspectives on Immersion Education. Multilingual Matters.
Lindholm-Leary, K. (2012). Success and challenges in dual language education. Theory into
Practice, 51(4), 252–262.
Lindholm-Leary, K. (2016). Students’ Perceptions of Bilingualism in Spanish and Mandarin
Dual Language Programs. International Multilingual Research Journal, 10(1), 59–70.
Lo, Y. Y. (2015). How much L1 is too much? Teachers’ language use in response to students’
abilities and classroom interaction in CLIL. International Journal of Bilingual Education
and Bilingualism, 18(3), 270 – 288.
Madalinska-Michalak, J. & Bavli, B. (2018). Challenges in teaching English as a foreign
language at schools in Poland and Turkey. European Journal of Teacher Education,
41(5), 688 – 706.
Margic, B. D., & Vodopija-Krstanović, I. (2018). Development of English-medium instruction:
Teachers’ perceptions, reflections and learning. Journal of English for Academic
Purposes, 35, 31 – 41.
Mifsud, J. & Farrugia, J. (2016). Language choice for science education: policy and practice.
The Curriculum Journal, 28(1), 83 - 104.
Mokiwa, H. O. & Msila, V. (2013). Teachers’ conceptions of teaching science in the medium
of English: a case study. International Journal of Educational Sciences, 5(1), 55 – 62.
Mthiyane, N. (2016). Pre-service teachers’ beliefs and experiences surrounding the use of
language in science classrooms: A South African case study. Nordic Journal of African
Studies, 25(2), 111 – 129.
Ngoc Truong, T. N., & Wang, C. (2019). Understanding Vietnamese college students’ self-
efficacy beliefs in learning English as a foreign language. Systems, 84, 123–132.
Othman, M. P. (2006). Teachers’ perceptions and students’ attitudes towards PPSMI in rural
schools. [Unpublished Master Dissertation]. Universiti Kebangsaan Malaysia.
Palmer, D. K., & Henderson, K. I. (2016). Dual Language Bilingual Education Placement
Practices: Educator Discourses about Emergent Bilingual Students in Two Program
Types. International Multilingual Research Journal, 10(1), 17–30.
Palmer, D., Henderson, K., Wall, D., Zuniga, C. E., & Berthelsen, S. (2016). Team teaching
among mixed messages: Implementing two-way dual language bilingual education at
third grade in Texas. Language Policy, 15(4), 393–413.
Pun, J. & Macaro, E. (2019). The effect of first and second language use on question types in
English medium instruction science classrooms in Hong Kong. International Journal of
Bilingual Education and Bilingualism, 22(1), 64 – 77.
e-Prosiding Serai 2021/e-ISBN 978-967-19359-3-4 1213

