Publications
Varghese, Manka and Rukmini Becerra-Lubies. 2019. Expansive learning in teachers’ professional development: a case study of intercultural and bilingual preschools in Chile. International Journal of Bilingual Education and Bilingualism 22 (8) : 940–957. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Bubikova-Moan, Jarmila. 2019. Reported parent-teacher dialogues on child language learning: voicing agency in interview narratives. International Journal of Bilingual Education and Bilingualism 22 (6) : 768–786. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Prego-Vázquez, Gabriela and María Ángeles Cobelas Cartagena. 2019. Participation frameworks and socio-discursive competence in young children: The role of multimodal strategies. Discourse Studies 21 (2) : 135–158. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
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. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Kutsuki, Aya. 2019. The combination of words in compound nouns by Spanish-Japanese bilingual children: Transfers in unambiguous structure. International Journal of Bilingualism 23 (1) : 256–274. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Mirvahedi, Seyed Hadi. 2019. Sociological realism and language policy analysis: A way forward. Current Issues in Language Planning 20 (3) : 309–330. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Raichlin, Rina, Joel Walters and Carmit Altman. 2019. Some wheres and whys in bilingual codeswitching: Directionality, motivation and locus of codeswitching in Russian-Hebrew bilingual children. International Journal of Bilingualism 23 (2) : 629–650. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Slembrouck, Stef, Piet Van Avermaet, Orhan Agirdag, Koen van Gorp and Sven Sierens. 2019. Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach. Applied Psycholinguistics 40 (5) : 1269–1297. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Smogorzewska, Joanna. 2019. “Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children. Psychology of Language and Communication 23 (1) : 27–47. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Flynn, Erin Elizabeth. 2018. Ideas in dialogue: Leveraging the power of child-led storytelling in the multicultural preschool classroom. Language in Society 47 (4) : 601–633. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Putjata, Galina. 2018. Multilingualism for life – language awareness as key element in educational training: insights from an intervention study in Germany. Language Awareness 27 (3) : 259–276. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Wedin, Åsa and Jenny Rosén. 2018. Same but different. Negotiating diversity in Swedish pre-school teacher training. Journal of multicultural discourses 13 (1) : 52–68. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Sakr, Naomi. 2018. ‘Smarter, Stronger, Kinder’. Interests at Stake in the Remaking of Iftah ya Simsim for Gulf Children. Middle East Journal of Culture and Communication 11 (1) : 9–28. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)