págs. 3137-3150
págs. 3151-3170
págs. 3171-3183
‘Who would have thought that I’d ever know that!’: subject-specific vocabulary in CLIL student interactions
págs. 3184-3198
Castañeda’s third prong redux: the achievement of Arizona’s english language learners after proposition 203
Kate Mahoney, Karen E. Lillie, Kellie Rolstad, Jeff MacSwan, Natalie DuBois, Tom Haladyna
págs. 3199-3213
págs. 3214-3227
An empirical investigation of Spolsky’s framework applied to family language policy
Ily Hollebeke, Victoria Van Oss, Esli Struys, Piet Van Avermaet, Orhan Agirdag
págs. 3228-3241
págs. 3242-3257
págs. 3258-3273
Analysis of the fostering and constraining factors for learners’ participation in the Spanish Heritage Education Program ALCE in Germany: proposals for improvement
Francisca María Ferre Pérez, Carmen Ramos Méndez, María Sagrario Salaberri Ramiro
págs. 3274-3288
Plurilingual pedagogy in the Japanese language classroom: benefits and challenges for creating more equitable classroom practices
págs. 3289-3302
Radical conservatism and circumstantial multiculturalism: Jews, Christians and Muslims in a French Catholic School in Israel
págs. 3303-3319
Paternal agency in heritage language maintenance in Australia: Polish fathers in action
págs. 3320-3332
págs. 3333-3346
Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents
págs. 3347-3360
págs. 3361-3373
Family language policy and bilingual parenting in monolingual Beijing: latent profiles and associated predictors
págs. 3374-3388
págs. 3389-3403
págs. 3404-3419
Pablo Antonio Archila, Gssel Gravier, Laura Levy, Brigithe Tatiana Ortiz, Alejandra Rodríguez, Luciana Wilches, Anne-Marie de Mejía, Silvia Restrepo
págs. 3420-3435
Building L2 social connections: the case of learners of Auslan (Australian Sign Language)
págs. 3436-3447
Bi/multilingual testing for bi/multilingual students: policy, equality, justice, and future challenges
págs. 3448-3462
Learning Māori in the workplace: non-Māori learners’ assessment of the value of te reo
págs. 3463-3474
Putting NZSL on the page: multilingual/multimodal picturebooks in New Zealand
págs. 3475-3488
Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort
Roberto Filippi, Andrea Ceccolini, Elizabeth Booth, Chen Shen, Michael S. C. Thomas, Mireille B. Toledano, Iroise Dumontheil
págs. 3489-3506
The immigrant perspective: Eastern-European parental discourses about the value of French, plurilingualism and plurilingual literacy practices
págs. 3507-3520
Es reseña de:
The emotional rollercoaster of language teaching
Christina Gkonou (ed. lit.), Jean-Marc Dewaele (ed. lit.), Jim King (ed. lit.)
Clevedon : Multilingual Matters, 2020
págs. 3521-3524
Es reseña de:
Understanding the oral and written translanguaging practices of emergent bilinguals: insights from Korean heritage language classrooms in the US
C. Lee
New York : Routledge, 2021
págs. 3524-3526
A History of Bilingual Education in the US: Examining the Politics of Language Policymaking by Sarah C. K. Moore
Es reseña de:
A history of bilingual education in the US: examining the politics of language policymaking
Sarah C.K. Moore
Bristol : Multilingual Matters, 2021
págs. 3526-3530
Choreographies of multilingualism: writing and language ideology in Singapore by Tong King Lee
Es reseña de:
Choreographies of multilingualism: writing and language ideology in Singapore
Tong-King Lee
Oxford : Oxford University Press, 2022
págs. 3530-3532
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