Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University
págs. 2741-2758
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, Adelina Ianos
págs. 2774-2787
págs. 2788-2804
Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university
págs. 2805-2816
págs. 2817-2833
Language skills in Greek-English bilingual children attending Greek supplementary schools in England
págs. 2834-2852
Conceptual metaphors, plurilingualism and second language acquisition: a refugee education case study
págs. 2853-2865
L2 and L3 motivational systems and their interactions: a study of Tibetan-Chinese-English trilingual learners
págs. 2866-2885
Bilingual language use is context dependent: using the Language and Social Background Questionnaire to assess language experiences and test-rest reliability
págs. 2886-2901
‘I would rather say fighting ㅋㅋ’: discursive analysis of Korean-English language exchange students’ text messages
págs. 2902-2917
Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers
págs. 2918-2932
Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study
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
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?
págs. 2962-2975
Working memory and multilingualism: balanced language proficiency predicts verbal working memory
págs. 2976-2990
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
págs. 3022-3036
Teaching responsive to play and linguistic diversity in early childhood education: considerations on theoretical grounds
págs. 3037-3045
Language activation in dual language schools: the development of subject-verb agreement in the English and Spanish of heritage speaker children
págs. 3046-3067
Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program
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
págs. 3112-3114
Qualitative Research Topics in Language Teacher Education edited by Gary Barkhuizen
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
págs. 3117-3120
págs. 3120-3123
Research on teaching and learning English in under-resourced contexts: edited by Kathleen M. Bailey and Donna Christian
págs. 3123-3126
Silencing Shanghai: language and identity in urban China by Fang Xu
págs. 3126-3129
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