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.
Fernández-Costales, Alberto, Javier Fernández-Sanjurjo and José Miguel Arias Blanco. 2019. Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism 22 (6) : 661–674.
Oliver, Rhonda and Agurtzane Azkarai. 2019. Patterns of interaction and young ESL learners. What is the impact of proficiency and task type? Language Teaching for Young Learners 1 (1) : 82–102.
Slembrouck, Stef, Piet Van Avermaet and Fauve de Backer. 2019. Assessment accommodations for multilingual learners: pupils’ perceptions of fairness. Journal of Multilingual and Multicultural Development 40 (9) : 833–846.
Hardman, William and Huw Bell. 2019. ‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school. Language & Education 33 (1) : 35–50.
Edmonds-Wathen, Cris, Kay Owens and Vagi Bino. 2019. Identifying vernacular language to use in mathematics teaching. Language & Education 33 (1) : 1–17.
Halbach, Ana and Daniel Candel Bormann. 2019. Inching towards literacy in Madrid’s primary schools: a survey of school-wide projects. Language & Education 33 (5) : 416–430.
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.
Cunningham, Clare. 2019. ‘The inappropriateness of language’: discourses of power and control over languages beyond English in primary schools. Language & Education 33 (4) : 285–301.
Bitetti, Dana, Lauren M. Cycyk, Birgit Leyendecker, Carol Scheffner Hammer and Jessica A. Willard. 2019. Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development. International Journal of Bilingualism 23 (1) : 71–86.
Owu-Ewie, Charles and Emma Sarah Eshun. 2019. Language representation in the Ghanaian lower primary classroom and its implications: the case of selected schools in the Central and Western Regions of Ghana. Current Issues in Language Planning 20 (4) : 365–388.
Pappa, Sotiria, Josephine Moate, Maria Ruohotie-Lyhty and Anneli Eteläpelto. 2019. Teacher agency within the Finnish CLIL context: tensions and resources. International Journal of Bilingual Education and Bilingualism 22 (5) : 593–613.
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.
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.
Goto Butler, Yuko. 2019. Teaching vocabulary to young second- or foreign-language learners. What can we learn from the research? Language Teaching for Young Learners 1 (1) : 4–33.
Mercer, Neil, Christine Howe, Maria Vrikki, Lisa Wheatley and Sara Hennessy. 2019. Dialogic practices in primary school classrooms. Language & Education 33 (1) : 85–100.
Nic Fhlannchadha, Siobhán and Tina M. Hickey. 2019. Assessing children’s proficiency in a minority language: exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals. Language & Education 33 (4) : 340–362.
Wood, Carla and Rachel Hoge. 2019. Average change in sentence repetition by Spanish-English speaking children: kindergarten to first grade. International Journal of Bilingual Education and Bilingualism 22 (6) : 725–750.
Southwood, Frenette, Medadi Ssentanda and Kate Huddlestone. 2019. Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda. Language Matters: Studies in the Languages of Africa 50 (2) : 141–163.
Kristoffersen, Cherise. 2019. Where do my words come from? Towards methods for analyzing word choice in primary level writing. Apples - Journal of Applied Language Studies 13 (3).
Kristoffersen, Cherise. 2019. Where do my words come from? Towards methods for analyzing word choice in primary level writing. Apples - Journal of Applied Language Studies 13 (3) : 59–75.
Lundberg, Adrian. 2019. Teachers’ beliefs about multilingualism: findings from Q method research. Current Issues in Language Planning 20 (3) : 266–283.
Mak, Pauline. 2019. From traditional to alternative feedback: What do L2 elementary students think? International Journal of Applied Linguistics 29 (1) : 109–129.
Huiliñir-Curío, Viviana, Jimmy Pincheira-Ulbrich, Segundo Quintriqueo, Daniel Quilaqueo, Maritza Gutiérrez, Soledad Morales and Fernando Peña-Cortés. 2019. Mapuche-Pewenche knowledge transmitted by teachers and parents: perception of schoolchildren in rural schools of the Araucanía region (Chile). Journal of Multilingual and Multicultural Development 40 (3) : 244–256.
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.