Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors
Alexandra Affranti, Valentina Tobia, Stéphanie Bellocchi, Paola Bonifacci
págs. 1-18
Comprehension skills of Chinese-English dual language learners: relations across languages and associations with language richness at home
Lulu Song, Li Sheng, Rufan Luo
págs. 19-37
‘What language does grandma speak?’: an understanding of dual language teacher candidates’ language ideologies in elementary placements
Patricia Ferreyra, Patricia Venegas-Weber
págs. 38-51
Anti-racist translingualism: investigating race in translingual scholarship in US Writing and rhetoric studies over the past decade
Qianqian Zhang-Wu, Cherice Escobar Jones
págs. 52-65
Examining the effects of teacher collaboration on student learning in a CLIL classroom
Xiaochen Rui, Xiaochu Li, Yuxia Li, Yuen Yi Lo
págs. 66-82
Morphological and cognate awareness in L2 Japanese word learning: evidence from Chinese-speaking learners
Haomin Zhang, Jie Sun, Yuting Han, Song Yin
págs. 83-97
Ivan Lasan
págs. 98-112
Textart, identity and the creative process: a case study with Arabic heritage language learners
Fatima Khaled, Jim Anderson
págs. 113-130
Varieties of Chinese as heritage languages: a research synthesis
Yizhe Jiang, Francis J. Troyan
págs. 131-143
Lexical ability in L2 Chinese reading comprehension: path analysis comparing higher- and lower-proficiency learners
Tianxu Chen, Dongbo Zhang
págs. 144-158