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Languages Across Borders: Social Network Development in an Adolescent Two-Way Dual-Language Program


by Amanda K. Kibler, Allison Atteberry, Christine N. Hardigree & April S. Salerno — 2015


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Cite This Article as: Teachers College Record Volume 117 Number 8, 2015, p. 1-48
http://www.tcrecord.org ID Number: 17974, Date Accessed: 10/23/2017 2:48:15 PM
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About the Author
  • Amanda Kibler
    University of Virginia
    E-mail Author
    AMANDA K. KIBLER is an assistant professor of English education at the University of Virginia’s Curry School of Education. Her research interests include adolescent second language acquisition, multilingualism, second language writing, the impact of standards-based reform on multilingual populations, ethnography, and discourse analysis. Her current and forthcoming work can be found in the Modern Language Journal, Journal of Second Language Writing, TESOL Quarterly, and Linguistics and Education, among others.
  • Allison Atteberry
    University of Virginia
    E-mail Author
    ALLISON ATTEBERRY, Ph.D. is currently a research assistant professor of education policy at the University of Virginia, and in Fall 2014 will begin a tenure-track appointment at the University of Colorado School of Education. Her academic interests center on policies and interventions that are intended to help provide high quality educational experiences to the students who need them most. This has lead to an interest in the role of social networks in school change efforts. Dr. Atteberry’s recent work appears in Elementary School Journal and Education Finance in Policy, among other outlets.
  • Christine Hardigree
    University of Virginia
    E-mail Author
    CHRISTINE N. HARDIGREE is a PhD student in English education at the University of Virginia's Curry School. Her research interests include linguistically diverse adolescent learners, urban schools, multilingualism, and discourse analysis. Her work can be found in Language and Education.
  • April Salerno
    University of Virginia
    E-mail Author
    APRIL S. SALERNO holds a PhD in English education from the University of Virginia’s Curry School of Education. Her research interests include teacher education and teacher research, adolescent second language acquisition, and discourse analysis. Her work can be found in the TESOL Quarterly, TESOL Journal, and Language and Education, among others.
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