Multilingual Education

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Cheng, L. (2015). Embracing the multilingual and multicultural assessment context of Canada. TESL Canada Journal, 32, special issue 9, v-xiv. http://www.teslcanadajournal.ca/index.php/tesl/article/view/1214/1035

 

Li, M., Kirby, J., Cheng, L., Wade-Woolley, L., & Qiang, H. (2012). Cognitive predictors of English reading achievement in Chinese English-immersion students. Reading Psychology, 33, 423-447. https://doi.org/10.1080/02702711.2010.528663
 

Cheng, L. (2012). English immersion schools in China: Evidence from students and teachers. Journal of Multilingual & Multicultural Development, 33, 327-330. 

https://www.tandfonline.com/doi/abs/10.1080/01434632.2012.661436
 

Cheng, L. (2012). Editorial: The power of English and the power of Asia: Issues of English as lingua franca and in bilingual and multilingual education. Journal of Multilingual & Multicultural Development, 33, 370-391. https://www.tandfonline.com/doi/full/10.1080/01434632.2012.661432
 

Li, M., Cheng, L., & Kirby, J. (2012). Phonological awareness as the predictor of listening comprehension in Chinese English immersion students. International Education, 41(2), 46-65. 

https://trace.tennessee.edu/internationaleducation/vol41/iss2/4/

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Song, X., & Cheng, L. (2011). Investigating primary English immersion teachers in China: Background, instructional contexts, professional development, and perceptions. Asia-Pacific Journal of Teacher Education, 39, 97-112. https://doi.org/10.1080/1359866X.2011.560647
 

Cheng, L., Li, M., Kirby, J., Qiang, H., & Wade-Woolley, L. (2010). English language immersion and students’ academic achievement in English, Chinese, and mathematics. Evaluation & Research in Education, 23, 151-169. https://doi.org/10.1080/09500790.2010.489150

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Wang, H., & Cheng, L. (2009). Factors affecting teachers’ curriculum implementation. The Linguistics Journal, 4(2), 135-166.

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