Publications

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Fernández, Susana S. and Hanne Leth Andersen. 2019. Oral proficiency in second and third foreign languages in the Danish education system. Apples - Journal of Applied Language Studies 13 (1) : 49–67.
Macaro, Ernesto, Jiangshan An and Ann Childs. 2019. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7 (2) : 166–192.
Lozano, Cristóbal and Ana Díaz-Negrillo. 2019. Using learner corpus methods in L2 acquisition research. The morpheme order studies revisited with Interlanguage Annotation. Revista Española de Lingüística Aplicada 32 (1).
Duarte, Joana. 2019. Translanguaging in mainstream education: a sociocultural approach. International Journal of Bilingual Education and Bilingualism 22 (2) : 150–164.
Feng, Dezheng (William). 2019. Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse 40 (4) : 458–473.
Sayehli, Susan, Malin Ågren and Jonas Granfeldt. 2019. The context of second foreign languages in Swedish secondary schools: Results of a questionnaire to school leaders. Apples - Journal of Applied Language Studies 13 (1) : 27–48.
de la Piedra, María Teresa and Lidia Herrera-Rocha. 2019. Ideologies of language among ELLs on the US-Mexico border: the case of a transitional bilingual programme. Journal of Multilingual and Multicultural Development 40 (8) : 665–678.
Iwaniec, Janina. 2019. Language learning motivation and gender: The case of Poland. International Journal of Applied Linguistics 29 (1) : 130–143.
Jakonen, Teppo. 2019. The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 428–444.
Jang, Eunjee and Janina Brutt-Griffler. 2019. Language as a bridge to higher education: a large-scale empirical study of heritage language proficiency on language minority students’ academic success. Journal of Multilingual and Multicultural Development 40 (4) : 322–337.
Eronen, Lasse, Anniina Kämäräinen, Piia Björn and Eija Kärnä. 2019. Managing epistemic imbalances in peer interaction during mathematics lessons. Discourse Studies 21 (3) : 280–299.
Lo, Yuen Yi and Angel M.Y. Lin. 2019. Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 78–90.
Montealegre Ramón, Félix. 2019. Exploring the learning potential of models with secondary school EFL learners. Revista Española de Lingüística Aplicada 32 (1) : 155–184.
Nishi, Hironori. 2019. English within Japanese. Loanwords from English in Japanese as a vocabulary pool for EFL education. Journal of Asian Pacific Communication 29 (2) : 221–229.
Conklin, Kathy and Julian Northbrook. 2019. Is What You Put in What You Get Out? —Textbook-derived Lexical Bundle Processing in Beginner English Learners. Applied Linguistics 37 (5) : 816–833.
Bardel, Camilla, Gudrun Erickson and Rakel Österberg. 2019. Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects. Apples - Journal of Applied Language Studies 13 (1) : 7–26.
Artini, Luh Putu, Ni Made Ratminingsih and Ni Nyoman Padmadewi. 2019. Project based learning in EFL classes. Material development and impact of implementation. Dutch Journal of Applied Linguistics 7 (1).
Patiño-Santos, Adriana. 2019. When language mixing is the norm: documenting post-muda language choice in a state school in Barcelona. International Journal of the Sociology of Language 2019 (257) : 109–136.
Deignan, Alice, Elena Semino and Shirley-Anne Paul. 2019. Metaphors of Climate Science in Three Genres: Research Articles, Educational Texts, and Secondary School Student Talk. Applied Linguistics 40 (2) : 379–403.
Pavlick, Jennifer. 2019. Reproducing patriotism: An exploration of ‘freedom’ in US history textbooks. Discourse & Society 30 (5) : 482–502.
Smit, Ute, Julia Hüttner and Angelika Rieder-Bünemann. 2019. Capturing technical terms in spoken CLIL. A holistic model for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Education 7 (1) : 4–29.
Vrikki, Maria, Sue Brindley, Manzoorul Abedin and Fran Riga. 2019. Exploring dialogic space: a case study of a religious education classroom. Language & Education 33 (5) : 469–485.
Lasagabaster, David and Xabier San Isidro. 2019. Code-switching in a CLIL multilingual setting: a longitudinal qualitative study. The International Journal of Multilingualism 16 (3) : 336–356.
Huguet, Àngel, Maria Adelina Ianos, Cristina Petreñas and Clara Sansó. 2019. Language attitudes, use, and competences of students of immigrant origin in Catalan secondary education: a moderated mediation model. Language & Education 33 (3) : 244–262.
Tyler, Robin and Carolyn McKinney. 2019. Disinventing and reconstituting language for learning in school Science. Language & Education 33 (2) : 141–158.