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  1. Genesee, F., Lindholm-Leary, K.J., Saunders, W., and Christian, D. (2006). Educating English Language Learners. NY: Cambridge University Press.

  2. Lindholm-Leary, K. J. (2001). Dual Language Education. Avon, England: Multilingual Matters.


  1. Lindholm-Leary, K.  (in press).  Implications of research for dual language at the early childhood level.  In M.B. Arias and M. Fee (Eds), Profiles of Dual Language Education in the 21st Century.  Avon, England:  Multilingual Matters.

  2. Lindholm, K. J., & Molina, R.  (in press).  Dual language educaton programs.  In G. Pack & R. Brooks (Eds.), Diverse Programs in Magnet Schools.  Magnet Schools of America.

  3. Lindholm, K. J., Martinez, M.I., & Molina, R.  (in press).  Dual language educaton as a state equity strategy.  In N. Avineri, L.R. Graham, E.J. Johnson, R.Riner, & J.D. Rosa (Eds), Language and social justice:  Case studies on communication and the creation of just societies.  New York NY:  Routledge.

  4. Lindholm-Leary, K. (in press). Developing Spanish in dual language programs: Preschool through twelfth grade. In K. Potowski (Ed.), Handbook of Spanish as a Minority/Heritage Language. New York NY: Routledge.

  5. Lindholm-Leary, K. (2016). Bilingualism and academic achievement in children in dual language programs. In E. Nicoladis & S. Montanari (Eds.), Lifespan perspectives on bilingualism. Washington DC: APA Books.

  6. Lindholm-Leary, K., (2016) Bilingual and biliteracy skills in young Spanish-speaking low-SES children: Impact of instructional language and primary language proficiency. In T.M. Hickey and A-M. Truscott de Mejia (Eds.) Immersion Education in the Early Years.  Abingdon: Routledge.

  7. Genesee, F., & Lindholm-Leary, K. (2011). The education of English language learners. In K. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook, Vol III, pp. 499-526. Washington DC: APA Books.

  8. Lindholm-Leary, K. (2011). Student Outcomes in Chinese Two-Way Immersion Programs: Language Proficiency, Academic Achievement, and Student Attitudes. In D. Tedick, Christian, D., & Fortune, T. (Eds.), Immersion education: Practices, policies, possibilities. Avon, England: Multilingual Matters.

  9. Lindholm-Leary, K., & Genesee, F. (2010). Alternative Educational Programs For English Language Learners. In California Department of Education (Eds.), Improving Education for English Learners: Research-Based Approaches, pp. 323-382. Sacramento: CDE Press.

  10. Lindholm-Leary, K. J., & Howard, E. (2008). Language and academic achievement in two-way immersion programs. In T. Fortune & D. Tedick (Eds.) Pathways to bilingualism: Evolving perspectives on immersion education. Avon, England: Multilingual Matters.

  11. Genesee, F., & Lindholm-Leary, K.  (2007). Dual language education in Canada and the USA.  In J. Cummins & N. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 5:  Bilingual Education.  Norwell, MA: Springer.  

  12. Lindholm-Leary, K. (2006). What are the most effective kinds of programs for English language learners? In E. Hamayan & R. Freeman (Eds.), English language learners at school (pp. 64–85). Philadelphia: Caslon.

  13. Lindholm-Leary, K. J., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, and D. Christian (Eds.), Educating English Language Learners, pp. 157-179. NY: Cambridge University Press.

  14. Lindholm-Leary, K. J., & Molina, R.  (2006).  The power of two-way bilingual immersion programs in promoting educational success in Latino communities.  In L. Diaz Soto (Ed.).Praeger handbook of Latino education. Westport, CT:  Praeger. 

  15. Lindholm-Leary, K. J., & Ferrante, A.  (2005).  Follow-up study of middle school two-way students:  Language proficiency, achievement and attitudes.  In R. Hoosain & F. Salili (Eds.), Language in multicultural education.  Greenwich, CT:  Information Age Publishing, pp. 157-179.

  16. Lindholm-Leary, K. J.  (2003).  Guidelines in evaluating two-way bilingual immersion programs.  In Handbook of two-way bilingual immersion education. Sacramento, CA:  California Department of Education.  

  17. Lindholm, K. J., & Molina, R. (2000).  Two-way bilingual education: The power of two languages in promoting educational success.  In J. V. Tinajero & R. A. DeVillar (Eds.), The power of two languages 2000:  Effective dual-language use across the curriculum. New York: McGraw Hill, pp. 163-174.

  18. Lindholm, K. J., & Molina, R. (1998).  Learning in dual language education classrooms in the U.S.: Implementation and evaluation outcomes. In J. Arnau & J. M. Artigal (Eds.), Immersion programmes: a European perspective.  Barcelona, Spain: Universitat de  Barcelona.

  19. Lindholm, K. J.  (1997). Two-way bilingual education programs in the United States.  In J. Cummins & D. Corson (Eds.).  Encyclopedia of Language and Education, Volume 5: Bilingual Education.  The Netherlands: Kluwer Academic Publishers.

  20. Dolson, D., & Lindholm, K. J.  (1995).  World class education for children in California:  A comparison of the bilingual immersion and European Schools models.  In T. Skutnabb-Kangas (Ed.), Multilingualism for All.  The Netherlands:  Swets & Zeitlinger Publishers.

  21. Padilla, A. M., & Lindholm, K. J. (1995).  Quantitative educational research with ethnic minorities.  In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education.  NY:  MacMillan, pp. 97-113.

  22. Lindholm, K. J.  (1994). Promoting positive cross-cultural attitudes and perceived competence in culturally and linguistically diverse classrooms.  In R. A. DeVillar, C. J. Faltis, and J. P. Cummins (Eds.), Cultural diversity in schools:  From rhetoric to practice.  Albany, NY: State University of New York Press.

  23. Lindholm, K. J.  (1992). Two-way bilingual/immersion education: Theory, conceptual issues, and pedagogical implications.  In R. V. Padilla & A. Benavides (Eds.), Critical perspectives on bilingual education research.  Tucson, AZ:  Bilingual Review/Press.

  24. Lindholm, K. J.  (1990). Bilingual immersion education: Educational equity for language-minority students.  In A. Barona and E. Garcia (Eds.), Children at Risk:  Poverty, Minority Status and Other Issues in Educational Equity.  Washington, D. C.:  National Association of School Psychologists.

  25. Lindholm, K. J.  (1990). Bilingual immersion education: Criteria for program development. In A. M. Padilla, H. H. Fairchild, & C. Valadez (Eds.), Bilingual Education:  Issues and Strategies.  Beverly Hills, CA:  Sage Publications.

  26. Lindholm, K. J., & Fairchild, H. H.  (1990).  First year evaluation of an elementary school bilingual immersion program.  In A. M. Padilla, H. H. Fairchild, & C. Valadez (Eds.), Bilingual Education:  Issues and Strategies.  Beverly Hills, CA:  Sage Publications.

  27. Lindholm, K. J., & Padilla, A. M.  (1990).  The Mount Miguel high school partial immersion program.  In A. M. Padilla, H. H. Fairchild, & C. Valadez (Eds.), Foreign Language Education:  Issues and Strategies.  Beverly Hills, CA:  Sage Publications.

  28. Lindholm, K. J.  (1986).  El desarrollo de la comunicación del español en niños bilingües en español e inglés: La influencia de la comunicación de los padres.  In J. M. Meisel (Ed.), Adquisi­ción del lenguaje - Aquisicao da linguagem.  Frankfurt:  Ediciones Klaus-Dieter Vervuert, pp.  68-81.

  29. Padilla, A. M., & Lindholm, K. J. (1984). Child bilingualism: The same old issues revisited. In J. L. Martinez, Jr., & R. H. Mendoza (Eds.), Chicano Psychology, Second Edition. New York: Academic Press.                                                                        Reprinted in K. P. Monteiro (Ed.) (1995), Ethnicity and psychology: African-, Asian-, Latino-, and Native-American Psychologies. Dubuque, IA: Kendall/Hunt Publishing Company.

  30. Lindholm, K. J., & Padilla, A. M. (1981). Socialization via communication: Language interaction patterns used by Hispanic mothers and children in mastery skill communication. In R. Duran (Ed.), Latino Language and Communicative Behavior. Volume 6 in Advances in Discourse Processes. Norwood, New Jersey: Ablex Publishing Corporation.
  31. Lindholm, K. J. (1980). Bilingual children: Some interpretations of cognitive and linguistic development. In K. Nelson (Ed.), Children's Language, Volume II. New York: Gardner Press, Inc.

  32. Padilla, A. M., & Lindholm, K. J. (1976). Acquisition of bilingualism: An analysis of the linguistic structures of Spanish/English speaking children. In G. D. Keller, T. Teschner, & S. Viera (Eds.), Bilingualism in the Bicentennial and Beyond. New York: Bilingual Press/Editorial Bilingue, pp. 97-142.

Journal Articles:

  1. Lindholm-Leary K.  (in press).  English language proficiency trajectories of Latino EL students in dual language programs.  NABE Journal of Research and Practice.

  2. Lindholm-Leary, K. (2016). Students’ perceptions of bilingualism in Spanish and Mandarin dual language programs. International Multilingual Research Journal, 10(1), 59-70.

  3. Lindholm-Leary, K. (2015). Two-way/dual language education: Then and now. Multilingual Educator, 13-16.

  4. Lindholm-Leary, K., & Genesee, F. (2014). Student outcomes in one-way and two-way immersion and indigenous language education. Journal of Immersion and Content-Based Language Education, 2(2), 165-180. DOI: 10.1075/jicb.2.2.01lin

  5. Lindholm-Leary, K. (2014). Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency. International Journal of Bilingual Education and Bilingualism 17(2), 144-159. DOI: 10.1080/13670050.2013.866625

  6. Lindholm-Leary, K. (2013). Dual language instruction in the U.S. America's Quarterly, Update on Policy, 7, 97-98.

  7. Genesee, F., & Lindholm-Leary, K. (2013). Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33.

  8. Lindholm-Leary, K. (2012). Success and challenges in dual language education. Theory into practice, 51(4), pp. 256-262. DOI:10.1080/00405841.2012.726053

  9. Lindholm-Leary, K., & Hernández, A. (2011). Achievement and language proficiency of Latino students in dual language programmes: native English speakers, fluent English/previous ELLs, and current ELLs. Journal of Multilingual and Multicultural Development, 32(6), 531-545.

  10. Lindholm-Leary, K.J., & Block, N. (2010). Achievement in predominantly low-SES Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 1-18.

  11. Lindholm-Leary, K. J., Hargett, G., & Lambert, J. (2007). How to evaluate your dual language program: A beginner’s toolkit. Multilingual Educator, pp. 26-27.

  12. Lindholm-Leary, K. J., Hardman, L., & Meyer, P. (2007). What makes two-way programs successful at the elementary and middle school levels. Language Magazine: The Journal of Communication and Education, 6(5), 10-23.

  13. Lindholm-Leary, K. J., & Borsato, G. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal, 29, 641-652.

  14. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363-385.

  15. Lindholm-Leary, K. J. (2005). The rich promise of two-way immersion. Educational Leadership, 62, 56-59

  16. Lindholm-Leary, K. J. (2003). Dual language achievement, proficiency, and attitudes among current high school graduates of two-way programs. NABE Journal, 26, 20-25.

  17. Lindholm, K. J.  (1993).  Un modelo educacional de éxito para estudiantes inmigrantes de origen latino [A successful educational model for Latino immigrant students].  Revista de Psicología social y personalidad[Journal of Social Psychology & Personality], 9, 85-94.

  18. Lindholm, K. J., & Aclan, Z. (1991). Bilingual proficiency as a bridge to academic achievement: Results from bilingual/immersion programs. Journal of Education, 173, 99-113.

  19. Lindholm, K. J., & Aclan, Z.  (1991).  Bilingual proficiency as a bridge to academic achievement:  Results from bilingual/immersion programs.  Journal of Education, 173, 99-113.                                                                                  

  20. Padilla, A. M., Lindholm, K. J., Chen, A., Duran, R., Hakuta, K., Lambert, W. E., & Tucker, G. R.  (1991).  The English-only movement:  Myths, reality, and implications for psychology. American Psychologist, 46, 120-130.

  21. Lindholm, K. J.  (1991). Theoretical assumptions and empirical evidence for academic achievement in two languages.  Hispanic Journal of Behavioral Sciences, 13, 3-17.                                                                                                                         

  22. Lindholm, K. J. (1988). English question development in second language learners: Relationship between semantic context and linguistic complexity. Interface: Journal of Applied Linguistics, 2.

  23. Lindholm, K. J. (1987). English question use in Spanish-speaking ESL children: Changes with English language proficiency. Research in the Teaching of English, 21, 64-91.

  24. Padilla, A. M., & Lindholm, K. J. (1984).  Hispanic behavioral science research:  Recommendations for future research.  Hispanic Journal of Behavioral Sciences, 6, 13-32.

  25. Lindholm, K. J., Padilla, A. M., & Romero, A.  (1979).  Com­prehen­sion of relational concepts:  Use of bilingual children to separate cognitive and linguistic factors.  Hispanic Journal of Behavioral Sciences, 1, 327-343.

  26. Lindholm, K. J., & Padilla, A. M. (1978). Language mixing in bilingual children. Journal of Child Language, 5, 327-335.

  27. Padilla, A. M., & Lindholm, K. J. (1976). Development of interrogative, negative and possessive forms in the speech of young Spanish/English bilinguals. Bilingual Review/La Revista Bilingüe, 3, 122-152.