Acceso usuarios
Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University
Wanyu Amy Ou, Mingyue Michelle Gu
págs. 2741-2758
Developing cognate awareness through pedagogical translanguaging
Miren Jasone Cenoz Iragui, Oihana Leonet Sieso, Durk Gorter
págs. 2759-2773
When immigrant and regional minority languages coexist: linguistic authority and integration in multilingual linguistic acculturation
Isabel Sáenz Hernández, Cecilio Lapresta Rey, Cristina Petreñas Caballero 
, Adelina Ianos
págs. 2774-2787
Shifang Tang, Fuhui Tong, Rafael Lara-Alecio, Beverly J. Irby
págs. 2788-2804
Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university
Rui Zhang, Brian Hok-Shing Chan
págs. 2805-2816
Norbert Vanek, Artem Tovalovich
págs. 2817-2833
Language skills in Greek-English bilingual children attending Greek supplementary schools in England
Athanasia Papastergiou, Eirini Sanoudaki
págs. 2834-2852
Conceptual metaphors, plurilingualism and second language acquisition: a refugee education case study
Chrysi Epsimari, Anna Mouti
págs. 2853-2865
L2 and L3 motivational systems and their interactions: a study of Tibetan-Chinese-English trilingual learners
Ming Li, Lubei Zhang, Linda Tsung
págs. 2866-2885
Bilingual language use is context dependent: using the Language and Social Background Questionnaire to assess language experiences and test-rest reliability
Aaron Mann, Angela de Bruin
págs. 2886-2901
‘I would rather say fighting ㅋㅋ’: discursive analysis of Korean-English language exchange students’ text messages
Hakyoon Lee, Gyewon Jang
págs. 2902-2917
Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers
Phuong Anh Pham, Aylin Unaldi
págs. 2918-2932
Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study
Dandan Wu, Liman Cai, Luyao Liang, Hui Li
págs. 2933-2948
‘Things should be explained so that the students understand them’: adolescent immigrant students’ perspectives on learning the language of schooling in Finland
Raisa Harju-Autti, Marita Mäkinen, Kaisu Rättyä
págs. 2949-2961
Is supporting the needs of emergent bilingual learners in mainstream classes a cultural or linguistic issue?: How do policy, curricula, and secondary teacher education programmes in Australia and New Zealand compare?
Margaret Gleeson
págs. 2962-2975
Working memory and multilingualism: balanced language proficiency predicts verbal working memory
Gabriel Espi-Sanchis, Kate Cockcroft
págs. 2976-2990
Michael Hornsby, Nicole Dołowy-Rybińska, Joanna Chojnicka, Jeanne Toutous
págs. 2991-3004
Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting
Adrián Granados, Antonio Lorenzo-Espejo, Francisco Lorenzo Bergillos
págs. 3005-3021
The extent and predictors of linguistically responsive teaching in Southwest China
Qian Liu, Fatma Zehra Colak, Orhan Agirdag
págs. 3022-3036
Teaching responsive to play and linguistic diversity in early childhood education: considerations on theoretical grounds
Anne Kultti
págs. 3037-3045
Language activation in dual language schools: the development of subject-verb agreement in the English and Spanish of heritage speaker children
Michele Goldin
págs. 3046-3067
Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program
Mariana Lima Becker, Chris K. Bacon, Gabrielle Oliveira
págs. 3068-3083
Second language reading and self-efficacy in bilingual and musical instruction.: A study of reading ability
Francisco Javier Ávila López, Alberto Roberto Espejo Mohedano
págs. 3084-3097
Students attending monolingual, bilingual, or trilingual schools at secondary level: does it influence their academic performance in a university bilingual Biology module?
Pablo Antonio Archila, Giovanna Danies, Anne-Marie de Mejía, Silvia Restrepo, Jorge Molina
págs. 3098-3111
Theorizing and analyzing language teacher agency. Multilingual Matters
Gang Zhou, Keyuan Shi
Es reseña de:
Theorizing and analyzing language teacher agency
Hayriye Kayi-Aydar (ed. lit.), Xuesong (Andy) Gao (ed. lit.), Elizabeth R. Miller (ed. lit.), Manka Varghese (ed. lit.), Gergana Vitanova (ed. lit.)
Bristol : Multilingual Matters, 2019
págs. 3112-3114
Qualitative Research Topics in Language Teacher Education edited by Gary Barkhuizen
Wei Tao, Hui Huang
Es reseña de:
Qualitative research topics in language teacher education
Gary Barkhuizen (ed. lit.)
New York : Routledge, 2019
págs. 3115-3117
Superdiversity and teacher education: supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities edited by Guofang Li, Jim Anderson, Jan Hare, and Marianne McTavish
Jinjin Lu, Mingxia He
Es reseña de:
Superdiversity and teacher education: supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities
Guofang Li (ed. lit.), Jim Anderson (ed. lit.), Jan Hare (ed. lit.), Marianne McTavish (ed. lit.)
New York : Routledge, 2021
págs. 3117-3120
Bilingual development in childhood (elements in child development) by Annick De Houwer
Zhijun Zheng
Es reseña de:
Bilingual development in childhood
Annick De Houwer
Cambridge : Cambridge University Press, 2021
págs. 3120-3123
Research on teaching and learning English in under-resourced contexts: edited by Kathleen M. Bailey and Donna Christian
Xin Li
Es reseña de:
Research on teaching and learning English in under-resourced contexts
Kathleen M. Bailey (ed. lit.), Donna Christian (ed. lit.)
New York : Routledge, 2021
págs. 3123-3126
Silencing Shanghai: language and identity in urban China by Fang Xu
Junyi Gu, Qi Shen
Es reseña de:
Silencing Shanghai: language and identity in urban China
Fang Xu
Lanham : Lexington Books, 2021
págs. 3126-3129
