Acceso usuarios
Pablo Antonio Archila, Jorge Molina, Anne-Marie de Mejía
págs. 1569-1589
Speech and language outcomes in low-SES Spanish-English bilingual preschoolers: the role of maternal education
Simona Montanari, Robert Mayr, Kaveri Subrahmanyam
págs. 1590-1608
Responsible, competent and with a sense of belonging: an explanation for the purported levelling effect of CLIL
Ana María Halbach, Janina Iwaniec
págs. 1609-1623
The phonological skills of bilingual preschool children speaking Polish and Ukrainian in Poland
Robert Debski, Rafal Mlynski, Mariya Redkva
págs. 1624-1640
Language dominance in the previously acquired languages modulates rate of third language (L3) development over time: a longitudinal study
Eloi Puig Mayenco, Jason Rothman, Susagna Tubau Muntañá
págs. 1641-1664
Bi-literacy and motivation as predictors of bilingual students’ talk during classroom discussion
Holly L. Griskell, Perla B. Gámez, Nonie K. Lesaux
págs. 1665-1680
Translingual practices in a ‘Monolingual’ society: discourses, learners’ subjectivities and language choices
Reiko Kato, Yuri Kumagai
págs. 1681-1696
Translanguaging for varying discourse functions in sociodramatic play: an exploratory multiple case study of young emergent bilinguals
Alain Bengochea, Mileidis Gort
págs. 1697-1712
Heritage language anxiety and major language anxiety experienced by Korean immigrants in Australia
Min Jung Jee
págs. 1713-1729
Testing the Interface Hypothesis: heritage speakers’ perception and production of Spanish subject position with unergative and unaccusative verbs
Ager Gondra
págs. 1730-1764
Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education
Gloria Chamorro, Vikki Janke
págs. 1765-1781
‘Mothers have the power!’: Czech mothers’ language ideologies and management practices in the context of a Czech complementary school in Greece
Nikos Gogonas, Christina Maligkoudi
págs. 1782-1793
Bilingual school education with spoken and signed languages in Europe
Verena Krausneker, Claudia Becker, Mireille Audeoud, Darina Tarcsiová
págs. 1794-1810
‘It’s not my Chinese’: a teacher and her students disrupting and dismantling conventional notions of ‘Chinese’ through translanguaging in a heritage language classroom
Ming-Hsuan Wu, Genevieve Leung
págs. 1811-1824
Bilingual adults practicing multiplication tables – looking into bilingual arithmetic learning
Christina Kraut, Silvia Pixner
págs. 1825-1837
That’s hard!: Item difficulty and word characteristics for bilinguals with and without developmental language disorder
Stephanie McMillen, Jissel B. Anaya, Elizabeth D. Peña, Lisa M. Bedore, Elisa Barquín
págs. 1838-1856
Ah-Young Alicia Kim, Mark Chapman, Gordon Blaine West, Bingjie Zheng, M. Elizabeth Cranley
págs. 1857-1876
The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: evidence from a counterfactual analysis in Italy
Simone Virdia
págs. 1877-1893
Semantic priming and reading skills among Spanish-speaking dual language learners
J. Marc Goodrich, Sergio Leiva
págs. 1894-1912
Why learning foreign words is hard: evidence of shallower encoding for non-native than native sounding words
Marta Marecka, Alison McDonald, Gillian Madden, Tim Forsker
págs. 1913-1926
Bilingual learners and social equity: critical approaches to systemic functional linguistics edited by Ruth Harman
Minchen Wang, Wei He
Es reseña de:
Bilingual learners and social equity: critical approaches to systemic functional linguistics
Ruth Harman (ed. lit.)
Cham : Springer, 2018
págs. 1927-1930
Marisol Massó
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. Oliveira (ed. lit.)
Bristol : Multilingual Matters, 2017
págs. 1930-1934
Teacher leadership for social change in bilingual and bicultural education by Deborah K. Palmer
Betty Alicia Cárdenas
Es reseña de:
Teacher leadership for social change in bilingual and bicultural education
Deborah K. Palmer
Bristol : Multilingual Matters, 2018
págs. 1934-1937
Bilingual Cognition and Language: the state of the science across its subfields edited by David Miller, Fatih Bayram, Jason Rothman, and Ludovica Serratrice
Weihong Lou, Guiying Jiang
Es reseña de:
Bilingual cognition and language: the state of the science across its subfields
David Miller (ed. lit.), Fatih Bayram (ed. lit.), Jason Rothman (ed. lit.), Ludovica Serratrice (ed. lit.)
Amsterdam : John Benjamins, 2018
págs. 1937-1940
Multilingual Sydney edited by Alice Chik, Phil Benson, and Robyn Moloney
Jinjin Lu
Es reseña de:
Multilingual Sydney
Alice Chik (ed. lit.), Phil Benson (ed. lit.), Robyn Moloney (ed. lit.)
London : Routledge, 2018
págs. 1940-1943
Translation and translanguaging by Mike Baynham and Tong King Lee
Ping Wang, Chen Han
Es reseña de:
Translation and translanguaging
Mike Baynham, Tong King Lee
Abingdon : Routledge, 2019
págs. 1943-1947
Literacy unbound: multiliterate, multilingual, multimodal by Toni Dobinson and Katie Dunworth
Qiaoya Huang, Liping Chen
Es reseña de:
Literacy unbound: multiliterate, multilingual, multimodal
Toni Dobinson, Katie Dunworth
Cham : Springer, 2019
págs. 1947-1951
A journey in languages and cultures: the life of a bicultural bilingual by François Grosjean
Meizi Piao
Es reseña de:
A journey in languages and cultures: the life of a bicultural bilingual
François Grosjean
New York : Oxford University Press, 2019
págs. 1951-1954
Adult minority language learning: motivation, identity and target variety by Colin J. Flynn
Sergio Loza, Valeria Ochoa
Es reseña de:
Adult minority language learning: motivation, identity and target variety
Colin J. Flynn
Bristol : Multilingual Matters, 2020
págs. 1954-1957
