Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing
Josep Coral, Teresa Lleixá Arribas , Carles Ventura Vall-Llovera
págs. 139-150
Opening perspectives from an integrated analysis: language attitudes, place of birth and self-identification
Cecilio Lapresta Rey, Ángel Huguet Canalis, Judit Janés Carulla
págs. 151-163
Simultaneous vs. successive bilingualism among preschool-aged children: a study of four-year-old Korean–English bilinguals in the USA
Ah-Young Alicia Kim, Anne Park, Barbara Lust
págs. 164-178
Sarah Garrity, Cristian Aquino-Sterling, Charles Van Liew, Ashley Day
págs. 179-196
Degree of bilingualism modifies executive control in Hispanic children in the USA
Danielle Thomas, Kenji Hakuta, Ellen Bialystok
págs. 197-206
Rising to the bilingual challenge: self-reported experiences of managing life with two languages
Agnieszka Ewa Tytus
págs. 207-221
Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices
Evelyn van Kampen, Wilfried Admiraal, Amanda Berry
págs. 222-236
Mark Shui Kee Shum, Chung Pui Tai, Dan Shi
págs. 237-247
Oral narrative retelling among emergent bilinguals in a dual language immersion program
Audrey Lucero
págs. 248-264
Darío Luis Banegas (res.)
Es reseña de:
Putting CLIL into Practice
Phil Ball, Keith Kelly, John Clegg
Oxford University Press, 2015. ISBN 978-0-19-442103-4
págs. 265-268
Research methods in language policy and planning: a practical guide
Wengu Chen
Es reseña de:
Research methods in language policy and planning: a practical guide
Francis M. Hult (ed. lit.), David Cassels Johnson (ed. lit.)
Malden : Wiley Blackwell, 2015
págs. 268-272