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Villy, Tsakona. 2020. Scrutinising intertextuality in humour: Moving beyond cultural literacy and towards critical literacy. The European Journal of Humour Research 8 (3) : 40–59.
Candel Bormann, Daniel and Ana Halbach. 2019. Inching towards literacy in Madrid’s primary schools: a survey of school-wide projects. Language & Education 33 (5) : 416–430.
Early, Margaret, Maureen E. Kendrick and Walter Chemjor. 2019. Designing multimodal texts in a girls’ afterschool journalism club in rural Kenya. Language & Education 33 (2) : 123–140.
McClure, John, Norbert Francis and Silvia-Maria Chireac. 2019. Awareness of language: literacy and second language learning of Spanish in Mexico. International Journal of Bilingual Education and Bilingualism 22 (6) : 675–688.
Coetzee-de Vos, Ghauderen. 2019. Reflections on Language Transformation at Nelson Mandela University. Language Matters: Studies in the Languages of Africa 50 (1) : 45–63.
Pahl, Kate and Hugh Escott. 2019. Learning from Ninjas: young people’s films as a lens for an expanded view of literacy and language. Discourse 40 (6) : 803–815.
Tighe, Elizabeth L. and Mary A. Fernandes. 2019. Unraveling the complexity of the relations of metalinguistic skills to word reading with struggling adult readers: Shared, independent, and interactive effects. Applied Psycholinguistics 40 (3) : 765–793.
Hornberger, Nancy H. and Sarah Gallo. 2019. Immigration policy as family language policy: Mexican immigrant children and families in search of biliteracy. International Journal of Bilingualism 23 (3) : 757–770.
Gilmetdinova, Alsu. 2019. Principals as gatekeepers of language policy implementation in Kazan, Russia. International Journal of Bilingual Education and Bilingualism 22 (2) : 120–137.
Guillot, Marie-Noëlle. 2019. Subtitling’s cross-cultural expressivity put to the test: A cross-sectional study of linguistic and cultural representation across Romance and Germanic languages. Multilingua 38 (5) : 505–528.
Ganuza, Natalia and Christina Hedman. 2019. The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali–Swedish Bilinguals. Applied Linguistics 40 (1) : 108–131.
Dale, Philip S., Dorthe Bleses, Peter Jensen and Anders Hojen. 2019. Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills. Applied Psycholinguistics 40 (4) : 853–875.
Brutt-Griffler, Janina and Eunjee Jang. 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.
Kiramba, Lydiah Kananu. 2019. Heteroglossic practices in a multilingual science classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 445–458.
Kremin, Lena V., Maria M. Arredondo, Lucy Shih-Ju Hsu, Teresa Satterfield and Ioulia Kovelman. 2019. The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US. International Journal of Bilingual Education and Bilingualism 22 (2) : 192–206.
Little, Sabine. 2019. ‘Is there an app for that?’ Exploring games and apps among heritage language families. Journal of Multilingual and Multicultural Development 40 (3) : 218–229.
Mead, Danielle L. and Adam Winsler. 2019. Change over time in the type and functions of crib speech around the fourth birthday. Language & Communication 67 : 29–44.
Mose, Peter Nyakundi. 2019. Bilingualizing linguistically homogeneous classrooms in Kenya: implications on policy, second language learning, and literacy. International Journal of Bilingual Education and Bilingualism 22 (4) : 459–472.
Nakamura, Janice. 2019. Parents’ Impact Belief in Raising Bilingual and Biliterate Children in Japan. Psychology of Language and Communication 23 (1) : 137–161.
Veneziano, Edy and Ageliki Nicolopoulou, eds. 2019. Narrative, Literacy and Other Skills. Studies in intervention. (Studies in Narrative 25). John Benjamins.
Perera, Kaushalya. 2019. ‘Cracking a Strange Veiled Code’: Language Learning Experiences of North Americans in South Asia. Applied Linguistics 40 (1) : 132–151.
Rothman, Jason, Marit R. Westergaard, Tanja Kupisch, David Miller, Fatih Bayram, Michael Iverson and Eloi Puig-Mayenco. 2019. Differences in use without deficiencies in competence: passives in the Turkish and German of Turkish heritage speakers in Germany. International Journal of Bilingual Education and Bilingualism 22 (8) : 919–939.
Murphy, Audrey Figueroa, Bruce Torff and David Sessions. 2019. Educators’ beliefs about appropriate pedagogical models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States. International Journal of Bilingual Education and Bilingualism 22 (4) : 402–413.
Martin-Beltrán, Melinda, Angélica Montoya-Ávila, Andrés A. García, Megan Madigan Peercy and Rebecca Silverman. 2019. ‘Time for una 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) : 17–34.
Vaish, Viniti. 2019. Translanguaging pedagogy for simultaneous biliterates struggling to read in English. The International Journal of Multilingualism 16 (3) : 286–301.