Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing
Josep Coral, Teresa Lleixá Arribas, Carles Ventura Vall-Llovera
págs. 139-150
Opening perspectives from an integrated analysis: language attitudes, place of birth and self-identification
Cecilio Lapresta Rey, Ángel Huguet Canalis, Judit Janés Carulla
págs. 151-163
Simultaneous vs. successive bilingualism among preschool-aged children: a study of four-year-old Korean–English bilinguals in the USA
págs. 164-178
págs. 179-196
págs. 197-206
Rising to the bilingual challenge: self-reported experiences of managing life with two languages
págs. 207-221
Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices
págs. 222-236
págs. 237-247
págs. 248-264
Darío Luis Banegas (res.)
Es reseña de:
Phil Ball, Keith Kelly, John Clegg
Oxford University Press, 2015. ISBN 978-0-19-442103-4
págs. 265-268
Research methods in language policy and planning: a practical guide
Es reseña de:
Hult, Francis M. & David Cassels Johnson: Research methods in language policy and planning: A practical guide
International journal of the sociology of language, ISSN 0165-2516, Nº. 243, 2017, págs. 199-205
págs. 268-272
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