pág. 7
pág. 8
pág. 9
The acquisition and development of L3 German grammatical gender: Alongitudinal study
Megan Marshall
págs. 10-11
Multilingual Classrooms: Interactions between Gender, Language Anxiety andClassroom Interaction
págs. 12-13
Teaching Pragmatics through Pedagogical Translanguaging: A Proposal forPrimary and Secondary Education
pág. 14
pág. 15
pág. 16
Plurilingual Repertoire in the Primary EFL Classroom: A Sociocultural Study ofPeer Interaction
pág. 17
Engagement with languages in emergent multilinguals: collaborative writingand awareness
pág. 18
Perceived comprehensibility of diatopic varieties: The case of learners of Frenchas a foreign language
pág. 19
pág. 21
A diachronic perspective on multilingualism: past, present and future
pág. 22
Transfer (especially) at the Initial Stages of Third Language Acquisition, TheoryBuilding and the Spectrum of Multilingualism: The Implication of Solid Basesand Scratching Heads
pág. 23
pág. 25
pág. 25
pág. 25
pág. 26
pág. 27
pág. 27
pág. 28
Visual and artefactual approaches in pre-service teacher education: DLCs as apathway to multilingual classrooms
pág. 29
Engaging Norwegian EAL teachers in reflective practice: A DLC approach
pág. 29
pág. 31
The use of visual methods to envision multilingualism: epistemological,historical and methodological perspectives
pág. 31
What you see isn’t what they speak: Discrepancies between the written andspoken language practices in the public space of Zadar, Croatia
pág. 32
pág. 32
MULTILINGUALISM IN DIVERSE EDUCATIONAL SETTINGS: THECASES OF AUSTRIA, SOUTH TYROL/ITALY AND SOUTH AFRICA
pág. 33
Multilingualism in Austrian and South Tyrolean education: A view across alllevels
pág. 33
Multilingualism in South African education: A view across all levels
pág. 34
pág. 34
Kerstin Wall
pág. 35
“Using many languages is part of my everyday life”: Plurilingual teaching andmultilingual learning approaches at upper secondary level
Elisabeth Allgäuer-Hackl, Liechtenstein Eva Meirer, Joachim Schlabach
pág. 35
pág. 36
pág. 36
pág. 40
pág. 41
pág. 43
pág. 45
pág. 46
Multilingual metonymic competence: On the role of figurative thinking in thirdlanguage acquisition
pág. 48
A multi-feature analysis of speech perception in multilingual learners: alongitudinal perspective
Anna Balas, Magdalena Wrembel, Iga Krzysik, Halina Lewandowska
pág. 49
pág. 49
Taming the fluid speaker: Reengineering multilingualism as a natural category
pág. 50
Language use and attitudes of prospective teachers: A comparison of the Basqueand Friulian multilingual educational contexts
pág. 51
pág. 52
pág. 53
pág. 54
pág. 55
An integrated approach to multilingual testing and assessment: assessingnarrative abilities across multiple languages
pág. 57
pág. 58
pág. 60
Relationship between Metalinguistic Awareness, Working Memory andLinguistic Giftedness: A DMM Perspective
pág. 61
Transfer in the acquisition of perfective and imperfective aspect in L3 Spanish: Evidence for typological proximity?
pág. 62
pág. 63
Cognitive aptitudes and L3 acquisition: Insights from a study using a novelminiature language, MiniItaliano
pág. 65
Acquiring Spanish rhotics against the backdrop of migration-inducedmultilingualism: the case of German-Turkish learners
pág. 66
Differences between adolescent L2 and L3 learners in sentence processing
Freya Gastmann, David Öwerdieck, Damian Stier, Sarah Schimke, Holger Hopp, Gregory Poarch
pág. 67
Translanguaging and EFL: an intervention project for multilingual education
pág. 69
pág. 70
pág. 71
pág. 72
pág. 73
The M-SILL Questionnaire: a new Tool for Exploring Language LearningStrategies of Multilinguals
pág. 75
Balancing between diversity and homogenization: Investigation of languageregimes at four multilingual schools
Miroslav Janík, Marie Antoinette Goldberger, Věra Janíková, Jana Veličková
pág. 77
pág. 79
pág. 80
pág. 81
pág. 82
pág. 83
pág. 84
pág. 84
Language Ecology in L3 Acquisition: Case Studies of German L3 learners withChinese as an L1 and English as an L2
pág. 85
Study abroad: an affordance or a constraint in the development of plurilingualidentity
Sanja Marinov Vranješ, María Victoria Soulé, Josep Maria Cots Caimon
pág. 87
pág. 88
Language teachers’ identity: Exploring the conflict between nativespeakerismand translingualism
pág. 89
“If I’m not fluent, then it’s not worth anything”: Fostering pre-service teachers’multilingual identities during teacher education
pág. 90
Family Language Policies: Opting for Afrikaans in English dominant SouthAfrica
pág. 91
pág. 92
“A motivating force”: Learner and in-service teacher attitudes towardstranslanguaging in increasingly multilingual classrooms in Cyprus
pág. 94
pág. 96
Agnieszka Otwinowska, Małgorzata Foryś, Agata Ambroziak, Breno Silva, Olga Broniś, Aleksandra Janczarska
pág. 97
pág. 98
Emergent bilinguals in a digital world: A dynamic analysis of long-term L2development in (pre)primary school children
pág. 99
The Istrian spoken multilingual corpus: a representation of a sociolinguisticrealty
Nada Poropat Jeletić, Eliana Moscarda Mirkovic, Gordana Hržica
pág. 100
pág. 101
pág. 102
pág. 104
pág. 105
pág. 106
pág. 107
pág. 108
pág. 109
From bilingualism to multilingualism: The Linguistic Risk-Taking Initiative
pág. 110
Positioning and Reinterpreting the self: Investigating self-perceived pluriidentities in the U.S. Higher Education
pág. 111
Regressive phonological transfer in early bilingual Spanish-Basque learners ofEnglish
Antje Stoehr, Mina Jevtovic, Angela de Bruin, Clara D. Martin
pág. 112
L2 as a source for cross-linguistic influence in L3 but not L4: front and backrounded vowels by quadrilinguals
pág. 114
pág. 115
Teacher voices, teacher actions: Practical aspects of responsive pedagogy inlinguistically heterogenous EFL classrooms
pág. 116
pág. 117
pág. 118
pág. 120
pág. 121
pág. 122
Investigating multilingual vocalic space: Spectral overlap and separation in threevowel systems
pág. 124
Adverbial placement: Evidence of positive transfer from L2 French to L3Spanish
pág. 125
It’s the economy…how to model effects of processing preferences in amultilingual brain? The example of gustar-like verbs in Spanish as a L3: Institute of Romance Philology, Ludwig-Maximilians-Universität München,Munich, Germany
pág. 126
pág. 127
pág. 129
pág. 130
pág. 132
A Positive Psychology Perspective on Multilinguals’ Language LearningExperience: What Can We Learn from the PERMA
pág. 133
pág. 134
© 2001-2026 Fundación Dialnet · Todos los derechos reservados