Fan-Wei Kung
págs. 309-323
Bilingual language experience and children's social-emotional and behavioral skills: a cross-sectional study of Singapore preschoolers
He Sun, Nurul Taqiah Binte Yussof, Malikka Begum Binte Habib Mohamed, Anisa Binte Rahim, Rebecca Bull, Mike W.L. Cheung, Siew Ann Cheong
págs. 324-339
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico
Jamie L. Schissel, Haley De Korne, Mario E. López-Gopar
págs. 340-356
Identity construction and scale making of migrant university students in multilingual settings: a scalar analysis
Ming-yue Michelle Gu
págs. 357-372
A perceptual study of cross-linguistic influence on vocal fry use in women exposed to two languages
Todd A. Gibson, Connie Summers
págs. 373-385
Afaf Al-Bataineh, Kay Gallagher
págs. 386-400
Characterizing CLIL teaching: new insights from a lower secondary classroom
Karina Rose Mahan, Lisbeth M. Brevik, Marianne Ødegaard
págs. 401-418
Language socialization and identity in intercultural communication: experience of Chinese students in a transnational university in China
Wanyu Amy Ou, Ming-yue Michelle Gu
págs. 419-434
Heritage language proficiency does not predict syntactic CLI into L3 English
Anika Lloyd-Smith, Henrik Gyllstad, Tanja Kupisch, Stefano Quaglia
págs. 435-451
The bilingual revolution: The future of education is in two languages by Fabrice Jaumont
Liangtao Lai
Es reseña de:
The bilingual revolution: the future of education is in two languages
Fabrice Jaumont
New York : TBR Books, 2017
págs. 452-454
María José Ruiz González
Es reseña de:
English language teaching in South America: policy, preparation and practices
Lía D. Kamhi- Stein (ed. lit.), Gabriel Díaz Maggioli (ed. lit.), Luciana C. de Oliveira (ed. lit.)
Bristol : Multilingual Matters, 2017
págs. 454-456