Acceso usuarios
The role of L1 self-efficacy in L2 reading comprehension: an exploration of L1–L2 cross-linguistic transfer
Yaping Liu, Choo Mui Cheong, Rex Hung Wai Ng, Shek Kam Tse
págs. 883-897
The suitability of Irish immersion education for children with special educational needs
Sinéad Nic Aindriú, Pádraig O Riagáin, Joe Travers
págs. 898-909
Two-way immersion promotes additional language learning: performance of bilingual sixth-grade students in English as a third language
Sandra Preusler, Johanna Fleckenstein, Steffen Zitzmann, Jürgen Baumert, Jens Möller
págs. 910-922
Blake Turnbull
págs. 923-935
Complex sentence production in bilingual and monolingual children
Elena Nicoladis, Amanda Luo, George Vouronikos
págs. 936-945
Jiao Zhang, Lin Fan, Jia Liu
págs. 946-962
‘Somos bilingües’: translanguaging socialization of DLBE teachers during the COVID-19 pandemic
Grace Jue Yeon Kim
págs. 963-977
Su Yeong Kim, Jinjin Yan, Wen Wen, Jiaxiu Song, Shanting Chen, Minyu Zhang, Belem G. López, Maria M. Arredondo, Marci E. J. Gleason, Ka I. Ip
págs. 978-992
How lexical quality predicts L2 reading comprehension in early bilingual education
Hedi Kwakkel, Mienke Droop, Ludo Verhoeven, Eliane Segers
págs. 993-1007
Assessing the relationship between L1 knowledge and fluid intelligence in second language acquisition: the case of immigrant students in Catalonia
Fernando Senar Morera, Judit Janés Carulla 
, Elisabet Serrat Sellabona, Ángel Huguet Canalis
págs. 1008-1020
