Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom
págs. 913-926
Intercultural citizenship in foreign language education: an opportunity to broaden CLIL’s theoretical outlook and pedagogy
págs. 927-947
págs. 948-962
págs. 963-975
págs. 976-989
págs. 990-1010
Supporting emergent bilingual children's literacy development simultaneously in Turkish and English languages: a focus on phonological awareness of 3 and 4 years old children
págs. 1011-1023
Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools
págs. 1024-1042
The effectiveness of therapies for dual language children with developmental language disorder: a systematic review of interventional studies
págs. 1043-1064
Cognitive effects of Gaelic medium education on primary school children in Scotland
Ruth Cape, Mariana Vega-Mendoza, Thomas H Bak, Antonella Sorace
págs. 1065-1084
Restrictive language policy in practice: english learners in Arizona by Amy J. Heineke
Es reseña de:
Restrictive language policy in practice: English learners in Arizona
Amy J. Heineke
Bristol : Multilingual Matters, 2017
págs. 1085-1087
Educating Chinese-heritage students in the global-local nexus: identities, challenges, and opportunities edited by Guofang Li and Wen Ma
Es reseña de:
Educating Chinese-heritage students in the global-local nexus: identities, challenges, and opportunities
Guofang Li (ed. lit.), Wen Ma (ed. lit.)
New York : Routledge, 2018
págs. 1087-1090
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