The bilingual advantage for immigrant students in French immersion in Canada: linking advantages to contextual variables
Callie Mady
págs. 235-251
Developing science-specific, technical vocabulary of high school newcomer English learners
Yuliya Ardasheva, Thomas R. Tretter
págs. 252-271
Language use in a ‘one parent–one language’ Mandarin–English bilingual family: noun versus verb use and language mixing compared to maternal perception
Chen Qiu, Adam Winsler
págs. 272-291
Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach
Fuhui Tong, Wen Luo, Beverly J. Irby, Rafael Lara-Alecio, Hector Rivera
págs. 292-313
Developing language awareness for teachers of emergent bilingual learners using dialogic inquiry
Matthew Wallen, Helen Kelly-Holmes
págs. 314-330
Can language attitudes be improved?: A longitudinal study of immigrant students in Catalonia (Spain)
Adelina Ianos, Ángel Huguet Canalis, Judit Janés Carulla, Cecilio Lapresta Rey
págs. 331-345
The effect of bidialectal literacy on school achievement
Øystein A. Vangsnes, Göran B. W. Söderlund, Morten Blekesaune
págs. 346-361
The changing schoolscape in a Szekler village in Romania: signs of diversity in rehungarization
Petteri Laihonen, Erika Mária Tódor
págs. 362-379