Ahooja, Alexa & Susan Ballinger
2022.
Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students.
International Journal of Bilingual Education and Bilingualism 25:2
► pp. 478 ff.
Alstad, Gunhild Tomter & Elena Tkachenko
2018.
Teachers’ Beliefs and Practices in Creating Multilingual Spaces: The Case of English Teaching in Norwegian Early Childhood Education. In
Preschool Bilingual Education [
Multilingual Education, 25],
► pp. 245 ff.
Andúgar, Ana & Beatriz Cortina-Pérez
2018.
EFL Teachers’ Reflections on Their Teaching Practice in Spanish Preschools: A Focus on Motivation. In
Preschool Bilingual Education [
Multilingual Education, 25],
► pp. 219 ff.
Antony-Newman, Marina
2021.
Literacy engagement in the extended French and French immersion programmes (Grades 4–6).
International Journal of Bilingual Education and Bilingualism 24:4
► pp. 533 ff.
Arocena Egaña, Elizabet, Jasone Cenoz & Durk Gorter
Ballinger, Susan, Roy Lyster, Andrea Sterzuk & Fred Genesee
Ballinger, Susan, Sunny Man Chu Lau & Claude Quevillon Lacasse
2020.
Pédagogie interlinguistique : exploiter les transferts en classe.
The Canadian Modern Language Review 76:4
► pp. 278 ff.
Ballinger, Susan, Sunny Man Chu Lau & Claude Quevillon Lacasse
2020.
Cross-Linguistic Pedagogy: Harnessing Transfer in the Classroom.
The Canadian Modern Language Review 76:4
► pp. 265 ff.
Bhowmik, Subrata Kumar, Brianna Hilman & Sylvie Roy
2019.
Peer collaborative writing in the EAP classroom: Insights from a Canadian postsecondary context.
TESOL Journal 10:2
Björklund, Siv, Karita Mård-Miettinen & Sanna Pakarinen
Boyd, Maureen & Yiren Kong
2017.
Reasoning Words as Linguistic Features of Exploratory Talk: Classroom Use and What It Can Tell Us.
Discourse Processes 54:1
► pp. 62 ff.
Brown, Amanda
2023.
Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels.
Language Teaching Research 27:6
► pp. 1634 ff.
Budrikis, Amy & Clint Bracknell
2022.
Indigenous Online Creative Responses to the COVID-19 Pandemic Lockdown in Western Australia.
Preservation, Digital Technology & Culture 51:2
► pp. 63 ff.
Cenoz, Jasone
2015.
Discussion: some reflections on content-based education in Hong Kong as part of the paradigm shift.
International Journal of Bilingual Education and Bilingualism 18:3
► pp. 345 ff.
Cenoz, Jasone
2015.
Content-based instruction and content and language integrated learning: the same or different?.
Language, Culture and Curriculum 28:1
► pp. 8 ff.
Cenoz, Jasone
2019.
Translanguaging pedagogies and English as a lingua franca.
Language Teaching 52:1
► pp. 71 ff.
Cenoz, Jasone & Durk Gorter
2015.
Translanguaging as a Pedagogical Tool in Multilingual Education. In
Language Awareness and Multilingualism,
► pp. 1 ff.
Cenoz, Jasone & Durk Gorter
2017.
Translanguaging as a Pedagogical Tool in Multilingual Education. In
Language Awareness and Multilingualism,
► pp. 309 ff.
Cenoz, Jasone & Durk Gorter
2022.
Pedagogical Translanguaging,
Chan, Brian Hok-Shing & Chris Ion-Pang Chou
2022.
Translanguaging practices of Macau junior-one students in a remedial class.
Asian-Pacific Journal of Second and Foreign Language Education 7:1
Cho, Ji Yong, Erik Andersen & Rene F. Kizilcec
2021.
Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems,
► pp. 1 ff.
Cummins, Jim
2014.
To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy.
Frontiers in Psychology 5
Cummins, Jim
2019.
Multilingual literacies: opposing theoretical claims and pedagogical practices in the canadian context.
Cahiers internationaux de sociolinguistique N° 16:2
► pp. 75 ff.
Davis, Stephen
2023.
Multilingual Learners in Canadian French Immersion Programs: Looking Back and Moving Forward.
The Canadian Modern Language Review 79:3
► pp. 163 ff.
De Araujo, Ana Beatriz Vasques
2023.
Einschränkung der L1-Nutzung und ihre Auswirkungen auf das L2-Lernen: eine Längsschnittstudie an einer Grundschule in Brasilien. In
IDT 2022: *mit.sprache.teil.haben Band 1: Mit Sprache handeln,
► pp. 109 ff.
Vasques de Araujo, Ana Beatriz
2022.
Limitação do uso da L1 e seu impacto na aprendizagem de L2: um estudo longitudinal.
Entretextos 22:2Esp.
► pp. 63 ff.
Dicks, Joseph & Fred Genesee
2016.
Bilingual Education in Canada. In
Bilingual and Multilingual Education,
► pp. 1 ff.
Dicks, Joseph & Fred Genesee
2017.
Bilingual Education in Canada. In
Bilingual and Multilingual Education,
► pp. 453 ff.
Dikilitaş, Kenan, Vahid Bahrami & Nil Tugce Erbakan
2023.
Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces.
Learning and Instruction 86
► pp. 101754 ff.
Doiz, Aintzane & David Lasagabaster
2017.
Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?.
Language and Education 31:2
► pp. 93 ff.
Fernández Sánchez, Francesc , Eva Surribas & Yolanda Menjibar
2021.
Conceptual Mediation through Translinguistic SCOBAs within C-BLI for Adult Learners of German.
Language and Sociocultural Theory 8:1
► pp. 97 ff.
Fortier-Fréçon, Naomi & Leia Laing
2019.
L’enseignement des traités autochtones dans une classe d’immersion française. L’apprentissage des thèmes reliés à la réconciliation dans un contexte français minoritaire.
Cahiers franco-canadiens de l'Ouest 31:1
► pp. 109 ff.
Gabillon, Zehra
2019.
Analyse des interactions dans la classe d’anglais à l’école élémentaire : une étude sur l’implication des apprenants.
Contextes et didactiques :14
Gabillon, Zehra
2020.
Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings.
Contextes et didactiques :15
Gabillon, Zehra & Rodica Ailincai
2022.
The Role of Artifacts and Gestures in English Language Learning. In
Objects to Learn About and Objects for Learning 1,
► pp. 35 ff.
Gallagher, Fiona
2020.
Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts.
System 91
► pp. 102262 ff.
Gallagher, Fiona & Catherine Geraghty
2023.
Exploring mono/multilingual practices on the CELTA course: What trainers say.
Language Teaching Research 27:6
► pp. 1607 ff.
García Mayo, María del Pilar & María Basterrechea
Garzón-Díaz, Edgar
2021.
Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia. In
International Perspectives on CLIL [
International Perspectives on English Language Teaching, ],
► pp. 85 ff.
Gierlinger, Erwin
2015.
‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL.
Language and Education 29:4
► pp. 347 ff.
Gorter, Durk & Jasone Cenoz
2017.
Language education policy and multilingual assessment.
Language and Education 31:3
► pp. 231 ff.
Gràcia, Marta, Jarque, Maria-Josep, Astals, Marta & Rouaz, Kholoud
2020.
Desarrollo y evaluación de la competencia comunicativa en la formación inicial de maestros.
Revista Iberoamericana de Educación Superior 11:30
Gràcia, Marta, Fàtima Vega, Sonia Jarque, Ana Luisa Adam, Maria Josep Jarque & Sammy King Fai Hui
2021.
Teaching practices for developing oral language skills in Catalan schools.
Cogent Education 8:1
Guerrero, Michael
2023.
Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S..
Journal of Latinos and Education 22:4
► pp. 1427 ff.
Guo (郭燕), Yan & Shibao Guo (郭世宝)
2022.
Internationalization of Canadian Teacher Education: Teacher Candidates’ Experiences and Perspectives.
ECNU Review of Education 5:3
► pp. 425 ff.
Haj-Broussard, Michelle, Heather K. Olson Beal & Nicole Boudreaux
2017.
Relating French Immersion Teacher Practices to Better Student Oral Production.
The Canadian Modern Language Review 73:3
► pp. 319 ff.
He, Peichang Emily & Angel M. Y. Lin
2021.
Translanguaging, Trans-semiotizing, and Trans-registering in a Culturally and Linguistically Diverse Science Classroom. In
Translanguaging in Science Education [
Sociocultural Explorations of Science Education, 27],
► pp. 143 ff.
Hidalgo, María Ángeles & María del Pilar García Mayo
2021.
The influence of task repetition type on young EFL learners’ attention to form.
Language Teaching Research 25:4
► pp. 565 ff.
Ho, Caroline, June Kwai Yeok Wong & Natasha Anne Rappa
Ho, Caroline, June Kwai Yeok Wong & Natasha Anne Rappa
Ho, Wing Yee Jenifer
2019.
Self-Directed Language Learning: A Semiotic Analysis of a Language Learning App. In
Virtual Sites as Learning Spaces,
► pp. 295 ff.
Howe, Christine & Neil Mercer
2017.
Commentary on the papers.
Language and Education 31:1
► pp. 83 ff.
Jiménez-Jiménez, M. Ángeles & Ana M. Rico-Martín
2023.
The Role of L1 in the Pre-primary CLIL Classroom. In
Handbook of CLIL in Pre-primary Education [
Springer International Handbooks of Education, ],
► pp. 329 ff.
Karpava, Sviatlana
2022.
Multilingualism in EFL Classrooms. In
Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching [
Advances in Higher Education and Professional Development, ],
► pp. 213 ff.
King, Nicole & Jackie Ridley
2019.
A Bakhtinian take on languaging in a dual language immersion classroom.
System 80
► pp. 14 ff.
Kobayashi, Masaki, Sandra Zappa-Hollman & Patricia A. Duff
2017.
Academic Discourse Socialization. In
Language Socialization,
► pp. 239 ff.
Kobayashi, Masaki, Sandra Zappa-Hollman & Patricia A. Duff
2017.
Academic Discourse Socialization. In
Language Socialization,
► pp. 1 ff.
Kristmanson, Paula & Joseph Dicks
Lasagabaster, David
2018.
Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level.
Language Teaching 51:3
► pp. 400 ff.
Lee, Heekyeong
2018.
Role of the First Language. In
The TESOL Encyclopedia of English Language Teaching,
► pp. 1 ff.
Leeuwestein, Hanneke, Marie Barking, Hande Sodacı, Ora Oudgenoeg‐Paz, Josje Verhagen, Paul Vogt, Rian Aarts, Sybren Spit, Mirjam de Haas, Jan de Wit & Paul Leseman
2021.
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning?.
Journal of Computer Assisted Learning 37:3
► pp. 603 ff.
Leonet, Oihana, Jasone Cenoz & Durk Gorter
2020.
Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition.
Language Awareness 29:1
► pp. 41 ff.
Leonet, Oihana & Eider Saragueta
2023.
The case of a pedagogical translanguaging intervention in a trilingual primary school: the students’ voice.
International Journal of Multilingualism ► pp. 1 ff.
LEUNG, CONSTANT & GUADALUPE VALDÉS
2019.
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World.
The Modern Language Journal 103:2
► pp. 348 ff.
Li, David C.S.
2015.
Discussion: L1 as semiotic resource in content cum L2 learning at secondary level – empirical evidence from Hong Kong.
International Journal of Bilingual Education and Bilingualism 18:3
► pp. 336 ff.
Lialikhova, Dina
2019.
“We can do it together!” – But can they? How Norwegian ninth graders co-constructed content and language knowledge through peer interaction in CLIL.
Linguistics and Education 54
► pp. 100764 ff.
Lin, Angel M. Y.
2016.
Directions for Future Research and the Way Forward. In
Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,
► pp. 173 ff.
Lin, Angel M. Y.
2019.
Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms.
International Journal of Bilingual Education and Bilingualism 22:1
► pp. 5 ff.
Lin, Angel M.Y.
2015.
Conceptualising the potential role of L1 in CLIL.
Language, Culture and Curriculum 28:1
► pp. 74 ff.
Lin, Angel M. Y. & Yuen Yi Lo
2017.
Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms.
Language and Education 31:1
► pp. 26 ff.
Lin, Angel M.Y. & Yanming Wu
2015.
‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom.
International Journal of Bilingual Education and Bilingualism 18:3
► pp. 289 ff.
Lindberg, Rachael, Kim McDonough & Ahlem Ammar
2022.
The sociocognitive functions of English use during L2 French collaborative writing tasks.
Language Teaching Research ► pp. 136216882211276 ff.
Lindberg, Rachael, Quinton Stotz, Ahlem Ammar & Kim McDonough
2023.
L’écriture collaborative dans des cours de français langue seconde : un résumé de trois études.
La Revue de l’AQEFLS: Revue de l’Association québécoise des enseignants de français langue seconde 36:1
Lindenberg, Dennis
2021.
The effect of task constraints on idea generation in creative word-formation group work for beginner-level German learners.
System 103
► pp. 102635 ff.
Liu, Shuwen & Rui (Eric) Yuan
2023.
“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher.
Applied Linguistics Review 0:0
Lyster, Roy
2015.
Using form-focused tasks to integrate language across the immersion curriculum.
System 54
► pp. 4 ff.
Lyster, Roy
2019.
Making research on instructed SLA relevant for teachers through professional development.
Language Teaching Research 23:4
► pp. 494 ff.
Lyster, Roy
2019.
Translanguaging in Immersion: Cognitive Support or Social Prestige?.
The Canadian Modern Language Review 75:4
► pp. 340 ff.
Lyster, Roy & Diane J. Tedick
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2022.
Collaborative writing among young EFL learners in a school context: product and process.
The Language Learning Journal ► pp. 1 ff.
Martin-Beltrán, Melinda
2014.
“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities.
International Multilingual Research Journal 8:3
► pp. 208 ff.
Martin-Beltrán, Melinda, Pei-Jie Chen, Natalia Guzman & Kayra Alvarado Merrills
Martin-Beltrán, Melinda, Shannon Daniel, Megan Peercy & Rebecca Silverman
2017.
Developing a Zone of Relevance: Emergent Bilinguals’ Use of Social, Linguistic, and Cognitive Support in Peer-Led Literacy Discussions.
International Multilingual Research Journal 11:3
► pp. 152 ff.
Martin-Beltrán, Melinda, Natalia L. Guzman & Pei-Jie Jenny Chen
2017.
‘Let's think about it together:’ how teachers differentiate discourse to mediate collaboration among linguistically diverse students.
Language Awareness 26:1
► pp. 41 ff.
Martin-Beltrán, Melinda, Angélica Montoya-Ávila, Andrés A. García, Megan Madigan Peercy & Rebecca Silverman
2019.
‘Time foruna pregunta’: understanding Spanish use and interlocutor response among young English learners in cross-age peer interactions while reading and discussing text.
International Journal of Bilingual Education and Bilingualism 22:1
► pp. 17 ff.
Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila
2020.
“I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers.
International Journal of Applied Linguistics 30:3
► pp. 530 ff.
Martínez-Adrián, María
2020.
¿Los juntamos? A study of L1 use in interactional strategies in CLIL vs. NON-CLIL primary school learners
.
International Review of Applied Linguistics in Language Teaching 58:1
► pp. 1 ff.
Mary, Latisha, Véronique Lemoine-Bresson & Anne Choffat-Dürr
2023.
Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies.
Language Awareness ► pp. 1 ff.
Mitchell, Kathleen
2015.
Questions for Merrill Swain.
Language Policy 14:1
► pp. 67 ff.
Moore, Paul J.
2017.
Unwritten Rules: Code Choice in Task-Based Learner Discourse in an EMI Context in Japan. In
English Medium Instruction in Higher Education in Asia-Pacific [
Multilingual Education, 21],
► pp. 299 ff.
Mukhopadhyay, Lina, Vrishali K. Patil & Chelsy Selvan
2022.
Indian Multilingual Education. In
Handbook of Research on Teaching in Multicultural and Multilingual Contexts [
Advances in Educational Technologies and Instructional Design, ],
► pp. 245 ff.
Nadal Sanchis, Laura & Iria Bello Viruega
2023.
Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction.
International Review of Applied Linguistics in Language Teaching 0:0
Nadal Sanchís, Laura
2023.
Funciones comunicativas y uso de L1 durante la mediación conceptual: un estudio comparativo entre AICLE y aprendizaje tradicional.
Didáctica. Lengua y Literatura 35
► pp. 173 ff.
Nikula, Tarja & Karita Mård-Miettinen
Nissilä, Niina & Siv Björklund
Olsson, Eva
2021.
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary.
Language Teaching Research ► pp. 136216882110450 ff.
Oraby, Ebtissam & Mahmoud Azaz
2023.
Translanguaging Practices in Content-based Instruction in L2 Arabic.
Applied Linguistics 44:6
► pp. 947 ff.
Orcasitas-Vicandi, María
2022.
Towards a multilingual approach in assessing writing: holistic, analytic and cross-linguistic perspectives.
International Journal of Bilingual Education and Bilingualism 25:6
► pp. 2186 ff.
Orcasitas-Vicandi, María & Oihana Leonet
2022.
The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English.
International Journal of Multilingualism 19:1
► pp. 124 ff.
Palviainen, Åsa & Karita Mård-Miettinen
2015.
Creating a bilingual pre-school classroom: the multilayered discourses of a bilingual teacher.
Language and Education 29:5
► pp. 381 ff.
Palviainen, Åsa, Ekaterina Protassova, Karita Mård-Miettinen & Mila Schwartz
2016.
Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices.
International Journal of Bilingual Education and Bilingualism 19:6
► pp. 614 ff.
Panezai, Anila, Liaquat Ali Channa & Bakht Bibi
2023.
Translanguaging in higher education: exploring interactional spaces for meaning-making in the multilingual universities of Pakistan.
International Journal of Bilingual Education and Bilingualism 26:4
► pp. 514 ff.
Pontier, Ryan & Mileidis Gort
2016.
Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings.
International Multilingual Research Journal 10:2
► pp. 89 ff.
Protassova, Ekaterina
2018.
Longing for Quality: Experiences of Finnish-Russian Bilingual Kindergarten in Finland. In
Preschool Bilingual Education [
Multilingual Education, 25],
► pp. 135 ff.
Rafi, Abu Saleh Mohammad & Anne-Marie Morgan
2022.
Linguistic ecology of Bangladeshi higher education: A translanguaging perspective.
Teaching in Higher Education 27:4
► pp. 512 ff.
Rafi, Abu Saleh Mohammad & Anne-Marie Morgan
2023.
Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom.
Critical Inquiry in Language Studies 20:1
► pp. 20 ff.
Razavi, Ghazaleh-Sadat, Ebrahim Fakhri Alamdari & Mehrshad Ahmadian
2023.
EFL Listening, Metacognitive Awareness, and Motivation: The Magic of L1-Mediated Metacognitive Intervention.
Journal of Psycholinguistic Research 52:2
► pp. 477 ff.
Reitbauer, Margit, Ulla Fürstenberg, Petra Kletzenbauer & Karoline Marko
2018.
Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration.
Latin American Journal of Content & Language Integrated Learning 11:1
► pp. 87 ff.
Resnyansky, Lucy
2016.
Scientific justification of social policies: concepts of language and immigrant integration.
Journal of Ethnic and Migration Studies 42:12
► pp. 2049 ff.
Robertson, Sally-Ann & Mellony Graven
2020.
Language as an including or excluding factor in mathematics teaching and learning.
Mathematics Education Research Journal 32:1
► pp. 77 ff.
Robertson, Sally-Ann & Mellony Graven
2020.
A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’.
South African Journal of Childhood Education 10:1
Roy, Sylvie & Paul-Christophe Schafer
2015.
Reading as a skill or as a social practice in French immersion?.
Language and Education 29:6
► pp. 527 ff.
Santiago-Garabieta, Maite, Rocío García-Carrión, Harkaitz Zubiri-Esnaola & Garazi López de Aguileta
2023.
Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context.
Language Teaching Research 27:6
► pp. 1532 ff.
Schwartz, Mila & Åsa Palviainen
2016.
Twenty-first-century preschool bilingual education: facing advantages and challenges in cross-cultural contexts.
International Journal of Bilingual Education and Bilingualism 19:6
► pp. 603 ff.
Seerig, Elisa & Christine Siqueira Nicolaides
2022.
“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes.
Revista Brasileira de Linguística Aplicada 22:1
► pp. 181 ff.
Slembrouck, Stef, Piet Van Avermaet & Koen Van Gorp
2018.
Strategies of Multilingualism in Education for Minority Children. In
The Multilingual Edge of Education,
► pp. 9 ff.
Stephen, Christine, Joanna McPake, Irene Pollock & Wilson McLeod
Subekti, Adaninggar Septi, Pratomo Widodo & Erna Andriyanti
2023.
Indonesian L2 Learners’ CEFR-based Listening Proficiency: Interactions with Attitudes towards Teachers’ Use of L1.
Acta Paedagogica Vilnensia 50
► pp. 37 ff.
Swain, Merrill & Yuko Watanabe
2019.
Languaging: Collaborative Dialogue as a Source of Second Language Learning. In
The Encyclopedia of Applied Linguistics,
► pp. 1 ff.
Séror, Jérémie & Guillaume Gentil
2020.
Cross-Linguistic Pedagogy and Biliteracy in a Bilingual University: Students’ Stances, Practices, and Ideologies.
The Canadian Modern Language Review 76:4
► pp. 356 ff.
Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
Tedick, Diane J. & Pamela M. Wesely
2015.
A review of research on content-based foreign/second language education in US K-12 contexts.
Language, Culture and Curriculum 28:1
► pp. 25 ff.
THAM, Irwan, Meng Huat CHAU & Siew Ming THANG
2020.
Bilinguals’ processing of lexical cues in L1 and L2: an eye-tracking study.
Computer Assisted Language Learning 33:7
► pp. 665 ff.
Thibeault, Joël & Ian A. Matheson
2020.
The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children’s Books.
The Canadian Modern Language Review 76:4
► pp. 375 ff.
Tri, Dang & Christo Moskovsky
2023.
Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice.
Asian Englishes 25:3
► pp. 326 ff.
Uddling, Jenny & Anne Reath Warren
2023.
A newcomer’s spontaneous translanguaging in lower-secondary physics education.
International Multilingual Research Journal 17:3
► pp. 270 ff.
Wang, Ping
2021.
A case study of translanguaging phenomenon in CBI classes in a Chinese university context.
International Journal of Applied Linguistics 31:1
► pp. 95 ff.
Woll, Nina, Pierre-Luc Paquet & Isabelle Wouters
2022.
Language as a vehicle or as a resource? Exploring the nature of metalinguistic reflection in plurilingual consciousness-raising tasks.
Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Yamutuale, Désiré
2020.
La pédagogie immersive au Canada face à la mondialisation.
Spirale - Revue de recherches en éducation N° 65-2:2
► pp. 123 ff.
Zhang, Meixiu
2018.
Collaborative writing in the EFL classroom: The effects of L1 and L2 use.
System 76
► pp. 1 ff.
Zhou, Xiaozhou (Emily), Xinran Chen & Ziyang Wang
2022.
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective.
International Review of Applied Linguistics in Language Teaching 0:0
This list is based on CrossRef data as of 1 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.