‘The best way to learn language is by not doing language’.: Incorporating funds of identity for learning Spanish in a Shared Education Unit
Daniel Ordóñez Fernández, Carina Siqués Jofré, Moisès Esteban Guitart
págs. 1259-1270
Code-switching in the narratives of dual-language Latino preschoolers
Emily Halpin, Gigliana Melzi
págs. 1271-1287
Towards a professional development tool for teachers of English in bilingual streams: the dynamics of beliefs and practices
Liz Dale, Ron Oostdam, Marjolijn Verspoor
págs. 1288-1305
Promoting bilingualism at the primary and secondary level: the role of intelligence, motivation and anxiety
Verena Möller
págs. 1306-1323
Translanguaging in a Chinese immersion classroom: an ecological examination of instructional discourses
Bingjie Zheng
págs. 1324-1339
Michelle J White
págs. 1340-1355
Breadth or depth: the role of vocabulary in Chinese English-Language beginning writers’ development
Shuang Wu, L. Quentin Dixon, Haitao Sun, Peng Zhang
págs. 1356-1372
Susie Russak
págs. 1373-1391
Dilemmas in teaching heritage language learners: the voice of an L2 Spanish teacher candidate
Katsuhide Yagata
págs. 1392-1404
Teachers’ screening accuracy and language achievement for Roma students at risk for developmental disabilities: a Greek study
Maria Tzouriadou, Constantinos Vouyoukas, Eleni Anagnostopoulou, Athanasia Filiou
págs. 1405-1413
‘Because, they are from here. It is their identity, and it is important’: teachers’ understanding of the role of translation in vernacular language maintenance in Malekula, Vanuatu
Nicola Daly, Julie Barbour
págs. 1414-1430
Bilingual signs at an ‘English only’ Korean university: place-making and ‘global’ space in higher education
Jinsook Choi, Bradley Tatar, Jeongyeon Kim
págs. 1431-1444
Space, place and autonomy in language learning edited by Garold Murray and Terry Lamb
Jinfen Xu, Xia Li
Es reseña de:
Space, place and autonomy in language learning
Garold Murray (ed. lit.), Terry Lamb (ed. lit.)
Abingdon : Routledge, 2018
págs. 1445-1447
Jinjin Lu, Yaqi Wu
Es reseña de:
Schools of promise for multilingual students: transforming literacies, learning, and lives
Althier M. Lazar (ed. lit.), Patricia Ruggiano Schmidt (ed. lit.)
New York : Teachers College Press, 2018
págs. 1448-1450
Haoda Feng, Feng Shi
Es reseña de:
Corpus methodologies explained: an empirical approach to translation studies
Meng Ji (ed. lit.), Michael Oakes (ed. lit.), Defeng Li (ed. lit.), Lidun Hareide (ed. lit.)
London : Routledge, 2017
págs. 1450-1452