International journal of bilingual education and bilingualism

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  Año 2022, Vol. 25, Número 3

  • Articles

    • Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context

      Laura Karabassova

      • Resumen

      págs. 787-799

      

    • ‘When they act, they speak more': strategies that encourage language production in a bilingual preschool

      Mila Schwartz, Inas Deeb, Deborah Dubiner

      • Resumen

      págs. 800-818

      

    • A longitudinal investigation of the semantic receptive-expressive gap in Spanish-English bilingual children

      Todd A. Gibson, Elizabeth D. Peña, Lisa M. Bedore, Kevin S. McCarter

      • Resumen

      págs. 819-833

      

    • Vocabulary Development Through Peer Interactions in Early Childhood: A Case Study of an Emergent Bilingual Child in Preschool

      Ersoy Erdemir, Janina Brutt-Griffler

      • Resumen

      págs. 834-865

      

    • Bilingualism and law in Hong Kong: Translatophobia and Translatophilia

      Tong-King Lee

      • Resumen

      págs. 866-877

      

    • Factors that challenge English learners and increase their dropout rates: recommendations from the field

      Diane Rodriguez, Angela Carrasquillo, Eva Garcia, Diane Howitt

      • Resumen

      págs. 878-894

      

    • The pedagogical practices of Māori partial immersion bilingual programmes in Aotearoa/New Zealand

      Richard Hill

      • Resumen

      págs. 895-904

      

    • Switching codes and shifting morals: how code-switching and emotion affect moral judgment

      Meagan Y. Driver

      • Resumen

      págs. 905-921

      

    • Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

      Jonathan J.D. Robinson Anthony, Henrike K. Blumenfeld, Irina Potapova, Sonja Pruitt-Lord

      • Resumen

      págs. 922-941

      

    • How is the bilingual development of Portuguese heritage children perceived by their parents?: Results from an ethnographic case study of a non-formal learning setting in Germany

      Juliane Costa Waetzold, Sílvia Melo-Pfeifer

      • Resumen

      págs. 942-962

      

    • Heritage language maintenance and management across three generations: the case of Spanish-speakers in Israel

      Anat Stavans, Maya Ashkenazi

      • Resumen

      págs. 963-983

      

    • L2 motivation among hearing learners of Finnish Sign Language

      Enikő Marton, Peter D. MacIntyre

      • Resumen

      págs. 984-996

      

    • Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programmes

      Ruth Fielding, Lesley Harbon

      • Resumen

      págs. 997-1020

      

    • (De)legitimation of monolingual ideologies in a US teachers’ online forum

      Amy I. Kim

      • Resumen

      págs. 1021-1032

      

    • ‘Shared Education’ and translanguaging: students at Jewish and Arab schools learning English together

      Dafna Yitzhaki, Michal Tannenbaum, Elana Shohamy

      • Resumen

      págs. 1033-1048

      

    • Integrating translanguaging pedagogy into Italian primary schools: implications for language practices and children's empowerment

      Valentina Carbonara, Andrea Scibetta

      • Resumen

      págs. 1049-1069

      

    • Closing the enjoyment gap: heritage language maintenance motivation and reading attitudes among Chinese-American children

      Sara A. Smith, Zhengjie Li

      • Resumen

      págs. 1070-1087

      

    • The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers

      Jinsuk Yang, In Chull Jang

      • Resumen

      págs. 1088-1100

      

    • Executive function developmental trajectories kindergarten to first grade: monolingual, bilingual and English language learners

      Anabel Castillo, Alexander Khislavsky, Meaghan Altman, Jeffrey W. Gilger

      • Resumen

      págs. 1101-1119

      

    • Special education needs in French Immersion: a parental perspective of supports and challenges

      Janani Selvachandran, Elizabeth Kay-Raining Bird, Jessica DeSousa, Xi Chen

      • Resumen

      págs. 1120-1136

      

    • ‘If we don’t study the language, the history will be lost’: motivation to learn Welsh in Argentine Patagonia

      Darío Luis Banegas, Grisel Roberts

      • Resumen

      págs. 1137-1150

      

    • Beyond deficit assessment in bilingual primary schools

      Matthew Knoester, Assaf Meshulam

      • Resumen

      págs. 1151-1164

      

  • Book Reviews

    • Chinese literacy learning in an immersion program by Chan Lü

      Haoda Feng, Jin Wang

      Es reseña de:

      • Chinese literacy learning in an immersion program

        Chan Lü

        Cham : Palgrave Macmillan, 2019

      págs. 1165-1167

      

    • Bilingual learners and social equity: critical approaches to systemic functional linguistics edited by Ruth Harman

      Liangping Wu, Xiuhua Yuan

      Es reseña de:

      • Bilingual learners and social equity: critical approaches to systemic functional linguistics

        Ruth Harman (ed. lit.)

        Cham : Springer, 2018

      págs. 1167-1171

      

    • Translanguaging in EFL contexts: a call for change by Michael Rabbidge

      Yumei Fan, Jinfen Xu

      Es reseña de:

      • Translanguaging in EFL contexts: a call for change

        Michael Rabbidge

        Abingdon : Routledge, 2019

      págs. 1171-1174