The prevalence of bilingual interaction in peer-learning
Martin Schastak, Jasmin Decristan, Dominique P. Rauch, Valentina Reitenbach
págs. 1961-1975
He Sun, Marjolijn Verspoor
págs. 1976-1991
Minkyung Kim, Scott A. Crossley, Byeong-Kweon Kim
págs. 1992-2005
CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks
José Luis Gómez Ramos, José L. Palazón-Fernández, Juan Lirio Castro, Isabel María Gómez Barreto
págs. 2006-2017
Development of the CECER-DLL child and family questionnaire: a new tool for documenting the language and literacy experiences of Latino/a dual language learners
Carol Scheffner Hammer, Lauren M. Cycyk, Shelley E. Scarpino, Karen A. Jury, Brook E. Sawyer
págs. 2018-2040
Ashley Simpson, Fred Dervin, Jian Tao
págs. 2041-2057
Historical reasoning in an undergraduate CLIL course: students’ progression and the role of language proficiency
Kristin A. Sendur, Jannet van Drie, Carla Van Boxtel, Kees-Jan Kan
págs. 2058-2074
Translanguaging or unequal languaging?: Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools
Pramod Kumar Sah, Guofang Li
págs. 2075-2094
The similarity of phonological skills underpinning reading ability in shallow and deep orthographies: a bilingual perspective
Victor Martinelli, Bernardette Brincat
págs. 2095-2108
At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development
A. Garza Ayala
págs. 2109-2123
Juan A. Freire, M. Garrett Delavan, Verónica E. Valdez
págs. 2124-2141
Ciencias bilingües: how dual language teachers cultivate equity in dual language classrooms
Melissa Navarro
págs. 2142-2158
Margarita Jimenez Silva, Nadeen Ruiz, Samantha Smith
págs. 2159-2171
Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: effectiveness and productive patterns
Ke Zhao, Jiming Zhou, Bin Zou
págs. 2172-2185
Towards a multilingual approach in assessing writing: holistic, analytic and cross-linguistic perspectives
Maria Orcasitas Vicandi
págs. 2186-2207
Measuring the multilingual reality: lessons from classrooms in Delhi and Hyderabad
Amy Lightfoot, Anusha Balasubramanian, Ianthi Tsimpli, Lina Mukhopadhyay, Jeanine Treffers-Daller
págs. 2208-2228
Is bilingualism associated with better working memory capacity?: A meta-analysis
Catherine Monnier, Julie Boiché, Pauline Armandon, Sophie Beaudoin, Stéphanie Bellocchi
págs. 2229-2255
Bilingual education and beyond: how school settings shape the Chinese Yi minority’s socio-cultural attachments
Lijuan Wang, Elina Lehtomäki
págs. 2256-2268
Doris Luft Baker, D. Betsy McCoach, Sharon Ware, Michael D. Coyne, Susan M. Rattan
págs. 2269-2283
págs. 2284-2292
Validity of parents’ classifications of bilingual children’s language dominance
Elena Nicoladis, Anastassija Mimovic
págs. 2293-2302
Visualising Multilingual Lives: More Than Words by Kalaja, P. and Melo-Pfeifer, S.
Alejandro Jaume-Losa
Es reseña de:
Visualising multilingual lives: more than words
Paula Kalaja (ed. lit.), Silvia Melo-Pfeifer (ed. lit.)
Bristol : Multilingual Matters, 2019
págs. 2303-2305
Tension and contention in language education for Latinxs in the United States: Experience and Ethics in Teaching and Learning, by Glenn Martínez and Robert W. Train
María Luisa Parra Velasco
Es reseña de:
Tension and contention in language education for Latinxs in the United States: experience and ethics in teaching and learning
Glenn Martínez, Robert W. Train
New York : Routledge, 2020
págs. 2305-2307
Xinfeng Xie
Es reseña de:
The emotional rollercoaster of language teaching
Christina Gkonou (ed. lit.), Jean-Marc Dewaele (ed. lit.), Jim King (ed. lit.)
Bristol : Multilingual Matters, 2020
págs. 2307-2310
Doing SLA research with implications for the classroom: reconciling methodological demands and pedagogical applicability edited by Robert M. DeKeyser and Goretti Prieto Botana,
Jinfen Xu, Shanshan Zhang
Es reseña de:
Doing SLA research with implications for the classroom: reconciling methodological demands and pedagogical applicability
Robert M. DeKeyser (ed. lit.), Goretti Prieto Botana (ed. lit.)
Amsterdam : John Benjamins Publishing Company, 2019
págs. 2310-2312
Ali Derakhshan (res.)
Es reseña de:
Internationalising learning in higher education: the challenges of English as a medium of instruction
María Luisa Carrió-Pastor (ed. lit.)
Cham : Springer, 2020
págs. 2313-2315
English as a Lingua Franca: the pragmatic perspective by Istvan Kecskes
Guohai Liao, Geling Han
Es reseña de:
English as a lingua franca: the pragmatic perspective
Istvan Kecskes
Cambridge : Cambridge University Press, 2019
págs. 2315-2318
Transforming schooling for second language learners: theoretical insights, policies, pedagogies and practices by Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton (Eds)
Ana Mireya Díaz
Es reseña de:
Transforming schooling for second language learners: theoretical insights, policies, pedagogies, and practices
Mariana Pacheco (ed. lit.), P. Zitlali Morales (ed. lit.), Colleen Hamilton (ed. lit.)
Charlotte : Information Age Publishing, 2019
págs. 2319-2321
Plurilingual pedagogies: critical and creative endeavors for equitable language in education edited by S. M. C. Lau and S. Van Viegen
Ningyang Chen
Es reseña de:
Plurilingual pedagogies: critical and creative endeavors for equitable language in education
Sunny Man Chu Lau (ed. lit.), Saskia Van Viegen (ed. lit.)
Cham : Springer, 2020
págs. 2321-2324
Voices of a city market: an ethnography Blackledge, A. and Creese, A.
Anuja Sarda, Ameya Sawadkar
Es reseña de:
Voices of a city market: an ethnography
Adrian Blackledge, Angela Creese
Bristol : Multilingual Matters, 2019
págs. 2325-2327