International journal of bilingual education and bilingualism. 2022, Vol. 25, Nº. 7

International journal of bilingual education and bilingualism

Año 2022, Vol. 25, Número 7
- Articles
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    Creating language spaces with bilingual youth to expand conversations about students’ communities and civic experiences
    Pablito Ramirez, Ashley Taylor Jaffee
    - Resumen
    págs. 2347-2362
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    Linguistic consequences of toing and froing: factors that modulate narrative development in bilingual returnee children
    Maki Kubota, Vicky Chondrogianni, Adam Scott Clark, Jason Rothman
    - Resumen
    págs. 2363-2381
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    Word or morpheme?: Investigating the representation units of L1 and L2 Chinese compound words in mental lexicon using a repetition priming paradigm
    Fei Gao, Jianqin Wang, Cecilia Guanfang Zhao, Zhen Yuan
    - Resumen
    págs. 2382-2396
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    A reconceptualisation of native speakerism: ethnic return migrants and LOTE learning in South Korea
    Mun Woo Lee
    - Resumen
    págs. 2397-2411
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    Literacy within a language affects bilinguals’ spoken language processing: evidence from grammaticality judgments
    Elena Nicoladis, Pui Ting Chan
    - Resumen
    págs. 2412-2421
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    The missing C: addressing criticality in CLIL
    Mitsuyo Sakamoto
    - Resumen
    págs. 2422-2434
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    English Medium university STEM teachers’ and students’ ideologies in constructing content knowledge through translanguaging
    Mohammad Mosiur Rahman, Manjet Kaur Mehar Singh
    - Resumen
    págs. 2435-2453
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    Acculturation, perceived discrimination, academic identity, gender and Chinese language learning among Ethnic Minority Adolescents: a structural equation modeling analysis
    Michelle Mingyue Gu, Ming Ming Chiu, Zhen Li
    - Resumen
    págs. 2454-2468
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    Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand
    Mi Yung Park
    - Resumen
    págs. 2469-2481
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    Monolingual ideologies of Andalusian teachers in the multilingual schools’ context
    Rosa M. Rodríguez-Izquierdo
    - Resumen
    - Texto completo
    págs. 2482-2494
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    Contributions of code-based and oral language skills to Arabic and English reading comprehension in Arabic-English bilinguals in the elementary school years
    Redab Al-Janaideh, Kathleen Hipfner-Boucher, Patricia L. Cleave, Xi Chen
    - Resumen
    págs. 2495-2510
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    Macro- and micro-developmental changes in analytical writing of bilinguals from elementary to higher education
    Liliana Tolchinsky, Melina Aparici Aznar, Hugo Vilar
    - Resumen
    págs. 2511-2526
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    ‘There’s not much demand for it’: evaluating the concept of demand in Welsh-medium and bilingual provision in further education
    Laura Beth Davies
    - Resumen
    págs. 2527-2542
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    Language dominance and multilingual word learning
    Beatriz De Diego Lázaro
    - Resumen
    págs. 2543-2560
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    Establishing multiple languages in early childhood.: Heritage languages and language hierarchies in German-English daycare centers in Switzerland
    Anja Becker, Alex Knoll
    - Resumen
    págs. 2561-2572
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    The impact of language brokering frequency and psychological health on academic motivation and learning strategies of university students in the United States
    Vanessa R. Rainey, Katerina Zatopkova, James Arruda, Ashli Barnes
    - Resumen
    págs. 2573-2585
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    Parental beliefs, language practices and language outcomes in Spanish-English bilingual children
    Juliana Ronderos, Anny Castilla-Earls, Geanni Marissa Ramos Pivaral
    - Resumen
    págs. 2586-2607
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    ‘Siento que el inglés esta tumbando mi español’: A transfronteriza child’s embodied critical language awareness
    Idalia Nuñez Álvarez
    - Resumen
    págs. 2608-2620
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    Home literacy practices that support language and literacy development in bilingual children: a longitudinal case study
    Dacian Dorin Dolean
    - Resumen
    págs. 2621-2635
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    Mid-aged Latin@s in the U.S. Midwest narrating sustained bilingualism through figured worlds of bilingualism research, professionalization, and advocacy
    Ryan Goble, Catherine A. Stafford
    - Resumen
    págs. 2636-2652
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    Multilingual effects on EFL learning: a comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students
    Elias Bensalem, Amy S. Thompson
    - Resumen
    págs. 2653-2667
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    Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings
    Anna Trebits, Martin J. Koch, Katharina Ponto, Ann-Christin Bruhn, Marie Adler, Kristin Kersten
    - Resumen
    págs. 2668-2681
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    Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university
    Pablo Antonio Archila, Giovanna Danies, Anne-Marie de Mejía, Silvia Restrepo
    - Resumen
    págs. 2682-2698
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    Bimodal multilingual education: recognizing the linguistic resources of a diverse deaf world
    Elizabeth S. Parks, Jesús Calderón
    - Resumen
    págs. 2699-2710
- Book Reviews
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    Researching second language acquisition in the study abroad learning environment by Christina L. Isabelli-García and Casilde A. Isabelli
    Zongqiang Li, Honggang Liu
    Es reseña de:
    Researching second language acquisition in the study abroad learning environment
    Christina L. Isabelli-García, Casilde A. Isabelli
    Cham : Palgrave Macmillan, 2019
    págs. 2711-2713
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    The evolution of English language learners in Japan: crossing Japan, the West, and South East Asia by Kobayashi Y.
    Subhan Zein
    Es reseña de:
    The evolution of English language learners in Japan: crossing Japan, the West, and South East Asia
    Y. Kobayashi
    London : Routledge, 2018
    págs. 2714-2716
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    Translanguaging in EFL contexts: a call for change by M. Rabbidge
    Małgorzata Durygin
    Es reseña de:
    Translanguaging in EFL contexts: a call for change
    Michael Rabbidge
    Abingdon : Routledge, 2019
    págs. 2717-2720
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    Bilingualism by Shazhrzad Mahootian
    Yanyan Wang, Hui Chang
    Es reseña de:
    Bilingualism
    Shazhrzad Mahootian
    Abingdon : Routledge, 2019
    págs. 2720-2723
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    The shift to equity: Dual language bilingual education: teacher cases and perspectives on large-scale implementation, K. I. Henderson and D. K. Palmer
    Elena Izquierdo
    Es reseña de:
    Dual language bilingual education: teacher cases and perspectives on large-scale implementation
    K. I. Henderson, D. K. Palmer
    Bristol : Multilingual Matters, 2020
    págs. 2724-2725
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    Radicalizing literacies and languaging: a framework toward dismantling the Mono-Mainstream Assumption by Alexandra Babino and Mary Amanda Stewart
    Huan Gao
    Es reseña de:
    Radicalizing literacies and languaging: a framework toward dismantling the mono-mainstream assumption
    Alexandra Babino, Mary Amanda Stewart
    Cham : Palgrave Macmillan, 2020
    págs. 2725-2729