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). 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.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. Reprinted in K. P. Monteiro (Ed.) (1995), Ethnicity and psychology: African-, Asian-, Latino-, and Native-American Psychologies. Dubuque, IA: Kendall/Hunt Publishing Company.

  11. 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.

  12. 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.

  13. 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. (2016). Students’ perceptions of bilingualism in Spanish and Mandarin dual language programs. International Multilingual Research Journal, 10(1), 59-70.

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

  3. 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

  4. 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

  5. Lindholm-Leary, K. (2013). Dual language instruction in the U.S. Americas Quarter, Update on Policy, 7, 97-98.

  6. 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.

  7. 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

  8. 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.

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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.

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

  15. 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.

  16. 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.

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

  18. 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.

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

  20. 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.