References
Belanger, J., Zou, N., Mills, J. R., Holmes, C. & Oakleaf, M. (2015). Project RAILS: Lessons learned about rubric assessment of information literacy skills. Libraries and the Academy 15(4), 623-644. doi:10.1353/pla.2015.0050
British Columbia Ministry of Education. (2017). Province of British Columbia English Language Learning (ELL) Standards. Retrieved from: https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/ell/ell-standards-full.pdf
British Columbia Ministry of Education. (n.d.) Building Student Success - BC's New Curriculum. Retrieved from https://curriculum.gov.bc.ca/
Cervatiuc, A. (2009). Identity, good language learning, and adult immigrants in Canada. Journal of Language, Identity, and Education, 8(4), 254-271. doi:10.1080/15348450903130439
Crockett, L., & Churches, A. (2017). Mindful assessment: The 6 essential fluencies of innovative learning. Bloomington, IN: Solution Tree Press.
Cummins, J., & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Don Mills, Ontario: Pearson Canada.
Cummins, J., Hu, S., Markus, P., & Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555-581. Retrieved from https://doi-org.ezproxy.lib.ucalgary.ca/10.1002/tesq.241
Echevarría, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP model. Boston: Pearson.
Hockly, N. (2018). Blended Learning. EL Journal, 72(1), 97-101. doi:10.1093/elt/ccx058
Hofer, M. J., Grandgenett, N., Harris, J & Swan, K. (2011). Testing a TPACK-based technology integration assessment rubric. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.), Research highlights in technology and teacher education 2011. Chesapeake, VA: Society for Information Technology and Teacher Education (SITE). Retrieved from https://pdfs.semanticscholar.org/6bd3/bb6549df34838acc50c943610e406d774ea4.pdf
Kirkwood, D., Shulsky, D., & Willis, J. (2014). Beyond pinatas, fortune cookies, and wooden shoes: using the world wide web to help children explore the whole wide world. Childhood Education, 90(1), 11-19. Retrieved from http://link.galegroup.com.ezproxy.lib.ucalgary.ca/apps/doc/A357965662/AONE?u=ucalgary&sid=AONE&xid=375f47a2
Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ839143.pdf
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429. doi:10.2307/3587831
Norton Pierce, B. (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly, 29(1). 9-31 doi:10.2307/3587803
Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/05/29/SAMREnhancementToTransformation.pdf
Roessingh, H. (2018). Listening to our students: THEIR stories. LEARNing Landscapes, 11(2), 287 - 303. Retrieved from https://www.learninglandscapes.ca/index.php/learnland/article/view/963
Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning: Official Journal of The Online Learning Consortium, 18(2). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/435
Takacs, Z., Swart, E., & Bus, A. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698-739. doi:10.3102/0034654314566989
Tedick, D. and Gortari, B. (1998). Research on error correction and implications for classroom teaching. The Bridge, ACIE Newsletter. Center for Advanced Research on Language Acquisition, University of Minnesota. Retrieved from: http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf
Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2017). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66-79. doi:10.1037/tps0000100
British Columbia Ministry of Education. (2017). Province of British Columbia English Language Learning (ELL) Standards. Retrieved from: https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/ell/ell-standards-full.pdf
British Columbia Ministry of Education. (n.d.) Building Student Success - BC's New Curriculum. Retrieved from https://curriculum.gov.bc.ca/
Cervatiuc, A. (2009). Identity, good language learning, and adult immigrants in Canada. Journal of Language, Identity, and Education, 8(4), 254-271. doi:10.1080/15348450903130439
Crockett, L., & Churches, A. (2017). Mindful assessment: The 6 essential fluencies of innovative learning. Bloomington, IN: Solution Tree Press.
Cummins, J., & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Don Mills, Ontario: Pearson Canada.
Cummins, J., Hu, S., Markus, P., & Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555-581. Retrieved from https://doi-org.ezproxy.lib.ucalgary.ca/10.1002/tesq.241
Echevarría, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP model. Boston: Pearson.
Hockly, N. (2018). Blended Learning. EL Journal, 72(1), 97-101. doi:10.1093/elt/ccx058
Hofer, M. J., Grandgenett, N., Harris, J & Swan, K. (2011). Testing a TPACK-based technology integration assessment rubric. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.), Research highlights in technology and teacher education 2011. Chesapeake, VA: Society for Information Technology and Teacher Education (SITE). Retrieved from https://pdfs.semanticscholar.org/6bd3/bb6549df34838acc50c943610e406d774ea4.pdf
Kirkwood, D., Shulsky, D., & Willis, J. (2014). Beyond pinatas, fortune cookies, and wooden shoes: using the world wide web to help children explore the whole wide world. Childhood Education, 90(1), 11-19. Retrieved from http://link.galegroup.com.ezproxy.lib.ucalgary.ca/apps/doc/A357965662/AONE?u=ucalgary&sid=AONE&xid=375f47a2
Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ839143.pdf
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429. doi:10.2307/3587831
Norton Pierce, B. (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly, 29(1). 9-31 doi:10.2307/3587803
Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post]. Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/05/29/SAMREnhancementToTransformation.pdf
Roessingh, H. (2018). Listening to our students: THEIR stories. LEARNing Landscapes, 11(2), 287 - 303. Retrieved from https://www.learninglandscapes.ca/index.php/learnland/article/view/963
Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning: Official Journal of The Online Learning Consortium, 18(2). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/435
Takacs, Z., Swart, E., & Bus, A. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698-739. doi:10.3102/0034654314566989
Tedick, D. and Gortari, B. (1998). Research on error correction and implications for classroom teaching. The Bridge, ACIE Newsletter. Center for Advanced Research on Language Acquisition, University of Minnesota. Retrieved from: http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf
Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2017). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66-79. doi:10.1037/tps0000100
