Bilingual and monolingual children's acquisition of Spanish dative alternation structures: order of acquisition and adult input effects
Silvia Sánchez Calderón, Raquel Fernández Fuertes
págs. 347-367
Validation of a bilingual version of the vocabulary size test: comparison with the monolingual version
Hossein Karami, Mohammadhossein Kouhpaee Nejad, Saeed Nourzadeh, Masoumeh Ahmadi Shirazi
págs. 368-380
Bilingual education for the Tujia: the case of Tujia minority schools in Xiangxi autonomous prefecture
Qi Zhang, Ting Yang
págs. 381-399
Are background variables good predictors of need for L2 assistance in school?: Effects of age, L1, amount, and timing of exposure on Icelandic language and nonword repetition scores
Elin Thordardottir
págs. 400-422
Translanguaging and named languages: productive tension and desire
Marianne Turner, Angel M. Y. Lin
págs. 423-433
Legitimizing multilingual practices in the classroom: the role of the ‘practiced language policy’
Florence Bonacina-Pugh
págs. 434-448
The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)
Gemma Artieda i Gutiérrez, Helena Roquet Pugès, Florentina Nicolás Conesa
págs. 449-472
The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study
Natthapoj Vincent Trakulphadetkrai, Louise Courtney, Jon Clenton, Jeanine Treffers-Daller, Anna Tsakalaki
págs. 473-487
Towards new standards in foreign language assessment: learning from bilingual education
Blake Turnbull
págs. 488-498
Classroom discourse in bilingual secondary science: language as medium or language as dialectic?
Corinne Maxwell-Reid
págs. 499-512