Acceso usuarios
Teachers’ self-disclosures and influences on students’ motivation: A relational perspective
Alastair Henry, Cecilia Thorsen
págs. 1-15
Bilingual education in Mozambique: a case-study on educational policy, teacher beliefs, and implemented practices
Sandra Elena L. Terra
págs. 16-30
Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: latent growth curve modeling
Majid Elahi Shirvan, Tahereh Taherian
págs. 31-49
Reflections on the medium of instruction for ethnic minorities in Xinjiang: the case of bilingual schools in Urumqi
Qi Zhang, Ting Yang
págs. 50-71
págs. 72-90
págs. 91-106
Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learners
Maria Vanessa aus der Wieschen, Olcay Sert
págs. 107-123
When ‘domestic’ and ‘international’ students study abroad: reflections on language learning, contact, and culture
John W. Schwieter, Jane Jackson, Aline Ferreira
págs. 124-137
Multilingual examinations: towards a schema of politicization of language in end of high school examinations in sub-Saharan Africa
Bassey E. Antia
págs. 138-153
Inflectional morphology: evidence for an advantage of bilingualism in dyslexia
Maria Vender, Shenai Hu, Federica Mantione, Silvia Savazzi, Denis Delfitto, Chiara Melloni
págs. 155-172
Multilingualism and emergent selves: context, languages, and the anti-ought-to self
Amy S. Thompson, Yao Liu
págs. 173-190
‘We don’t think about it, we just mix’: language choice and ethnolinguistic identity among Arabic-Hebrew bilinguals in Israel
Deborah Dubiner
págs. 191-206
págs. 207-223
Linguistic and cultural rights of immigrant students in Catalonia: perspectives and practices of educators in four elementary schools
Leslie Reese, Blanca Patricia Silva García, Serafín Antúnez Marcos 
, Isabel del Arco Bravo
págs. 224-241
From cultural awareness to scientific citizenship: implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia
Edgar Garzón-Díaz
págs. 242-259
Students as language experts: collaboration and correction in a bilingual Cameroonian classroom
Rosalie Edmonds
págs. 260-274
Margarida V. Garrido, Marília Prada
págs. 275-291
Making sense of family language policy: Japanese-English bilingual children's creative and strategic translingual practices
Chisato Danjo
págs. 292-304
Renhua Wang
Es reseña de:
New perspectives on translanguaging and education
BethAnne Paulsrud (ed. lit.), Jenny Rosén (ed. lit.), Boglárka Straszer (ed. lit.), Åsa Wedin (ed. lit.)
Bristol : Multilingual Matters, 2017
págs. 305-307
Fan-Wei Kung
págs. 309-323
Bilingual language experience and children's social-emotional and behavioral skills: a cross-sectional study of Singapore preschoolers
He Sun, Nurul Taqiah Binte Yussof, Malikka Begum Binte Habib Mohamed, Anisa Binte Rahim, Rebecca Bull, Mike W.L. Cheung, Siew Ann Cheong
págs. 324-339
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico
Jamie L. Schissel, Haley De Korne, Mario E. López-Gopar
págs. 340-356
Identity construction and scale making of migrant university students in multilingual settings: a scalar analysis
Ming-yue Michelle Gu
págs. 357-372
A perceptual study of cross-linguistic influence on vocal fry use in women exposed to two languages
Todd A. Gibson, Connie Summers
págs. 373-385
Afaf Al-Bataineh, Kay Gallagher
págs. 386-400
Characterizing CLIL teaching: new insights from a lower secondary classroom
Karina Rose Mahan, Lisbeth M. Brevik, Marianne Ødegaard
págs. 401-418
Language socialization and identity in intercultural communication: experience of Chinese students in a transnational university in China
Wanyu Amy Ou, Ming-yue Michelle Gu
págs. 419-434
Heritage language proficiency does not predict syntactic CLI into L3 English
Anika Lloyd-Smith, Henrik Gyllstad, Tanja Kupisch, Stefano Quaglia
págs. 435-451
The bilingual revolution: The future of education is in two languages by Fabrice Jaumont
Liangtao Lai
Es reseña de:
The bilingual revolution: the future of education is in two languages
Fabrice Jaumont
New York : TBR Books, 2017
págs. 452-454
María José Ruiz González
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. de Oliveira (ed. lit.)
Bristol : Multilingual Matters, 2017
págs. 454-456
