Part of
Synthesizing Research on Language Learning and Teaching
Edited by John M. Norris and Lourdes Ortega
[Language Learning & Language Teaching 13] 2006
► pp. 245277
Cited by

Cited by 27 other publications

Avgousti, Maria Iosifina
2018. Intercultural communicative competence and online exchanges: a systematic review. Computer Assisted Language Learning 31:8  pp. 819 ff. DOI logo
Beaucher, Vincent & France Jutras
2007. Étude comparative de la métasynthèse et de la méta-analyse qualitative. Recherches qualitatives 27:2  pp. 58 ff. DOI logo
Bores-García, Daniel, Gustavo González-Calvo, Raúl A Barba-Martín, Alfonso García-Monge & David Hortigüela-Alcalá
2023. International Baccalaureate Primary Years Programme: a systematic review. Journal of Research in International Education 22:2  pp. 149 ff. DOI logo
Bunch, George C.
2009. “Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event. Linguistics and Education 20:2  pp. 81 ff. DOI logo
Bunch, George C.
2010. Preparing Mainstream Secondary Content-Area Teachers to Facilitate English Language Learners’ Development of Academic Language. Teachers College Record: The Voice of Scholarship in Education 112:14  pp. 351 ff. DOI logo
Bunch, George C.
2014. The Language of Ideas and the Language of Display: Reconceptualizing “Academic Language” in Linguistically Diverse Classrooms. International Multilingual Research Journal 8:1  pp. 70 ff. DOI logo
Bunch, George C., Jerome M. Shaw & Edward R. Geaney
2010. Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments. Language and Education 24:3  pp. 185 ff. DOI logo
Chen, Tsuiping
2016. Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis. Computer Assisted Language Learning 29:2  pp. 365 ff. DOI logo
Chong, Sin Wang
2022. The role of feedback literacy in written corrective feedback research: from feedback information to feedback ecology. Cogent Education 9:1 DOI logo
Dubetz, Nancy & Jennifer Collett
2020. Studying Program Effectiveness in Preparing Teachers for English Learners. Action in Teacher Education 42:3  pp. 190 ff. DOI logo
Gironzetti, Elisa & Flavia Belpoliti
2018. Investigación y pedagogía en la enseñanza del español como lengua de herencia (ELH): una metasíntesis cualitativa. Journal of Spanish Language Teaching 5:1  pp. 16 ff. DOI logo
Hadley, Gregory
2015. Setting the Stage: Context, Concepts, and Theoretical Constructions. In English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory [Educational Linguistics, 22],  pp. 1 ff. DOI logo
Jaffee, Ashley Taylor & Paul J. Yoder
2019. Teaching Social Studies to English Language Learners. In The Handbook of TESOL in K‐12,  pp. 307 ff. DOI logo
Kibler, Amanda
2011. Casi Nomás Me Dicen Qué Escribir/They Almost Just Tell Me What to Write: A Longitudinal Analysis of Teacher-Student Interactions in a Linguistically Diverse Mainstream Secondary Classroom. Journal of Education 191:1  pp. 45 ff. DOI logo
Levine, Thomas H. & Alan S. Marcus
2007. Closing the Achievement Gap Through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning. Journal of Advanced Academics 19:1  pp. 116 ff. DOI logo
Lochmiller, Chad R, Audrey Lucero & Jessica Nina Lester
2016. Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools. Journal of Research in International Education 15:2  pp. 155 ff. DOI logo
Maeda, Yukiko, Secil Caskurlu, Rachael H. Kenney, Kadir Kozan & Jennifer C. Richardson
2022. Moving qualitative synthesis research forward in education: A methodological systematic review. Educational Research Review 35  pp. 100424 ff. DOI logo
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. DOI logo
Mizell, Jason D.
2021. Apprenticeship of pre-service teachers through culturally sustaining systemic functional linguistics. Language and Education 35:2  pp. 123 ff. DOI logo
Moore, Jason, Mary Schleppegrell & Annemarie Sullivan Palincsar
2018. Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research. TESOL Quarterly 52:4  pp. 1022 ff. DOI logo
Norris, John M.
2012. Meta‐Analysis. In The Encyclopedia of Applied Linguistics, DOI logo
2007. The Future of Research Synthesis in Applied Linguistics: Beyond Art or Science. TESOL Quarterly 41:4  pp. 805 ff. DOI logo
Peter, Lizette, Paul Markham & Bruce B. Frey
2012. Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University Tesol Educators. The Teacher Educator 47:4  pp. 302 ff. DOI logo
Pozos, Rose K., Samuel Severance, Jill Denner & Kip Tellez
2022. Exploring Design Principles in Computational Thinking Instruction for Multilingual Learners. Teachers College Record: The Voice of Scholarship in Education 124:5  pp. 127 ff. DOI logo
Schleppegrell, Mary J. & Catherine L. O'Hallaron
2011. Teaching Academic Language in L2 Secondary Settings. Annual Review of Applied Linguistics 31  pp. 3 ff. DOI logo
Spies, Tracy G. & Yunying Xu
2018. Scaffolded Academic Conversations: Access to 21st-Century Collaboration and Communication Skills. Intervention in School and Clinic 54:1  pp. 22 ff. DOI logo
Wang, Mengdi & Ann Devitt
2022. A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations. Language Teaching Research  pp. 136216882211324 ff. DOI logo

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