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Cited by 136 other publications

Ahooja, Alexa & Susan Ballinger
2022. Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students. International Journal of Bilingual Education and Bilingualism 25:2  pp. 478 ff. DOI logo
Alstad, Gunhild Tomter & Elena Tkachenko
2018. Teachers’ Beliefs and Practices in Creating Multilingual Spaces: The Case of English Teaching in Norwegian Early Childhood Education. In Preschool Bilingual Education [Multilingual Education, 25],  pp. 245 ff. DOI logo
Andúgar, Ana & Beatriz Cortina-Pérez
2018. EFL Teachers’ Reflections on Their Teaching Practice in Spanish Preschools: A Focus on Motivation. In Preschool Bilingual Education [Multilingual Education, 25],  pp. 219 ff. DOI logo
Antony-Newman, Marina
2021. Literacy engagement in the extended French and French immersion programmes (Grades 4–6). International Journal of Bilingual Education and Bilingualism 24:4  pp. 533 ff. DOI logo
Arocena Egaña, Elizabet, Jasone Cenoz & Durk Gorter
2015. Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education  pp. 169 ff. DOI logo
Ballinger, Susan, Roy Lyster, Andrea Sterzuk & Fred Genesee
2017. Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education 5:1  pp. 30 ff. DOI logo
Ballinger, Susan, Sunny Man Chu Lau & Claude Quevillon Lacasse
2020. Pédagogie interlinguistique : exploiter les transferts en classe. The Canadian Modern Language Review 76:4  pp. 278 ff. DOI logo
Ballinger, Susan, Sunny Man Chu Lau & Claude Quevillon Lacasse
2020. Cross-Linguistic Pedagogy: Harnessing Transfer in the Classroom. The Canadian Modern Language Review 76:4  pp. 265 ff. DOI logo
Bhowmik, Subrata Kumar, Brianna Hilman & Sylvie Roy
2019. Peer collaborative writing in the EAP classroom: Insights from a Canadian postsecondary context. TESOL Journal 10:2 DOI logo
Björklund, Siv, Karita Mård-Miettinen & Sanna Pakarinen
2022. A language socialisation perspective on Swedish immersion in Finland. Journal of Immersion and Content-Based Language Education 10:2  pp. 323 ff. DOI logo
Boyd, Maureen & Yiren Kong
2017. Reasoning Words as Linguistic Features of Exploratory Talk: Classroom Use and What It Can Tell Us. Discourse Processes 54:1  pp. 62 ff. DOI logo
Brown, Amanda
2023. Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels. Language Teaching Research 27:6  pp. 1634 ff. DOI logo
Budrikis, Amy & Clint Bracknell
2022. Indigenous Online Creative Responses to the COVID-19 Pandemic Lockdown in Western Australia. Preservation, Digital Technology & Culture 51:2  pp. 63 ff. DOI logo
Cenoz, Jasone
2015. Discussion: some reflections on content-based education in Hong Kong as part of the paradigm shift. International Journal of Bilingual Education and Bilingualism 18:3  pp. 345 ff. DOI logo
Cenoz, Jasone
2015. Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum 28:1  pp. 8 ff. DOI logo
Cenoz, Jasone
2019. Translanguaging pedagogies and English as a lingua franca. Language Teaching 52:1  pp. 71 ff. DOI logo
Cenoz, Jasone & Durk Gorter
2015. Translanguaging as a Pedagogical Tool in Multilingual Education. In Language Awareness and Multilingualism,  pp. 1 ff. DOI logo
Cenoz, Jasone & Durk Gorter
2017. Translanguaging as a Pedagogical Tool in Multilingual Education. In Language Awareness and Multilingualism,  pp. 309 ff. DOI logo
Cenoz, Jasone & Durk Gorter
2022. Pedagogical Translanguaging, DOI logo
Chan, Brian Hok-Shing & Chris Ion-Pang Chou
2022. Translanguaging practices of Macau junior-one students in a remedial class. Asian-Pacific Journal of Second and Foreign Language Education 7:1 DOI logo
Cho, Ji Yong, Erik Andersen & Rene F. Kizilcec
2021. Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems,  pp. 1 ff. DOI logo
Cummins, Jim
2014. Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education 2:1  pp. 3 ff. DOI logo
Cummins, Jim
2014. To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy. Frontiers in Psychology 5 DOI logo
Cummins, Jim
2019. Multilingual literacies: opposing theoretical claims and pedagogical practices in the canadian context. Cahiers internationaux de sociolinguistique N° 16:2  pp. 75 ff. DOI logo
Davis, Stephen
2023. Multilingual Learners in Canadian French Immersion Programs: Looking Back and Moving Forward. The Canadian Modern Language Review 79:3  pp. 163 ff. DOI logo
De Araujo, Ana Beatriz Vasques
2023. Einschränkung der L1-Nutzung und ihre Auswirkungen auf das L2-Lernen: eine Längsschnittstudie an einer Grundschule in Brasilien. In IDT 2022: *mit.sprache.teil.haben Band 1: Mit Sprache handeln,  pp. 109 ff. DOI logo
Vasques de Araujo, Ana Beatriz
2022. Limitação do uso da L1 e seu impacto na aprendizagem de L2: um estudo longitudinal. Entretextos 22:2Esp.  pp. 63 ff. DOI logo
Dicks, Joseph & Fred Genesee
2016. Bilingual Education in Canada. In Bilingual and Multilingual Education,  pp. 1 ff. DOI logo
Dicks, Joseph & Fred Genesee
2017. Bilingual Education in Canada. In Bilingual and Multilingual Education,  pp. 453 ff. DOI logo
Dikilitaş, Kenan, Vahid Bahrami & Nil Tugce Erbakan
2023. Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces. Learning and Instruction 86  pp. 101754 ff. DOI logo
Doiz, Aintzane & David Lasagabaster
2017. Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?. Language and Education 31:2  pp. 93 ff. DOI logo
Fernández Sánchez, Francesc , Eva Surribas & Yolanda Menjibar
2021. Conceptual Mediation through Translinguistic SCOBAs within C-BLI for Adult Learners of German. Language and Sociocultural Theory 8:1  pp. 97 ff. DOI logo
Fortier-Fréçon, Naomi & Leia Laing
2019. L’enseignement des traités autochtones dans une classe d’immersion française. L’apprentissage des thèmes reliés à la réconciliation dans un contexte français minoritaire. Cahiers franco-canadiens de l'Ouest 31:1  pp. 109 ff. DOI logo
Gabillon, Zehra
2019. Analyse des interactions dans la classe d’anglais à l’école élémentaire : une étude sur l’implication des apprenants. Contextes et didactiques :14 DOI logo
Gabillon, Zehra
2020. Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings. Contextes et didactiques :15 DOI logo
Gabillon, Zehra & Rodica Ailincai
2022. The Role of Artifacts and Gestures in English Language Learning. In Objects to Learn About and Objects for Learning 1,  pp. 35 ff. DOI logo
Gallagher, Fiona
2020. Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts. System 91  pp. 102262 ff. DOI logo
Gallagher, Fiona & Catherine Geraghty
2023. Exploring mono/multilingual practices on the CELTA course: What trainers say. Language Teaching Research 27:6  pp. 1607 ff. DOI logo
García Mayo, María del Pilar & María Basterrechea
2017. CLIL and SLA. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 33 ff. DOI logo
Garzón-Díaz, Edgar
2021. Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia. In International Perspectives on CLIL [International Perspectives on English Language Teaching, ],  pp. 85 ff. DOI logo
Gierlinger, Erwin
2015. ‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL. Language and Education 29:4  pp. 347 ff. DOI logo
Gorter, Durk & Jasone Cenoz
2017. Language education policy and multilingual assessment. Language and Education 31:3  pp. 231 ff. DOI logo
Gràcia, Marta, Sandra Espino Datsira, Judit Alcalde Sicilia & Iris Merino Rubio
2024. Actividades, evaluación y propuestas de mejora en la formación inicial de profesorado de educación infantil, primaria y secundaria en relación con su competencia en lengua oral. Perfiles Educativos 46:183  pp. 94 ff. DOI logo
Gràcia, Marta, Jarque, Maria-Josep, Astals, Marta & Rouaz, Kholoud
2020. Desarrollo y evaluación de la competencia comunicativa en la formación inicial de maestros. Revista Iberoamericana de Educación Superior 11:30 DOI logo
Gràcia, Marta, Fàtima Vega, Sonia Jarque, Ana Luisa Adam, Maria Josep Jarque & Sammy King Fai Hui
2021. Teaching practices for developing oral language skills in Catalan schools. Cogent Education 8:1 DOI logo
Guerrero, Michael
2023. Gauging the Adequacy of Translanguaging Allocation Policy in Two-Way Immersion Programs in the U.S.. Journal of Latinos and Education 22:4  pp. 1427 ff. DOI logo
Guo (郭燕), Yan & Shibao Guo (郭世宝)
2022. Internationalization of Canadian Teacher Education: Teacher Candidates’ Experiences and Perspectives. ECNU Review of Education 5:3  pp. 425 ff. DOI logo
Haj-Broussard, Michelle, Heather K. Olson Beal & Nicole Boudreaux
2017. Relating French Immersion Teacher Practices to Better Student Oral Production. The Canadian Modern Language Review 73:3  pp. 319 ff. DOI logo
He, Peichang Emily & Angel M. Y. Lin
2021. Translanguaging, Trans-semiotizing, and Trans-registering in a Culturally and Linguistically Diverse Science Classroom. In Translanguaging in Science Education [Sociocultural Explorations of Science Education, 27],  pp. 143 ff. DOI logo
Hidalgo, María Ángeles & María del Pilar García Mayo
2021. The influence of task repetition type on young EFL learners’ attention to form. Language Teaching Research 25:4  pp. 565 ff. DOI logo
Ho, Caroline, June Kwai Yeok Wong & Natasha Anne Rappa
2019. Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches. Journal of Immersion and Content-Based Language Education 7:2  pp. 233 ff. DOI logo
Ho, Caroline, June Kwai Yeok Wong & Natasha Anne Rappa
2021. Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],  pp. 85 ff. DOI logo
Ho, Wing Yee Jenifer
2019. Self-Directed Language Learning: A Semiotic Analysis of a Language Learning App. In Virtual Sites as Learning Spaces,  pp. 295 ff. DOI logo
Howe, Christine & Neil Mercer
2017. Commentary on the papers. Language and Education 31:1  pp. 83 ff. DOI logo
Jiménez-Jiménez, M. Ángeles & Ana M. Rico-Martín
2023. The Role of L1 in the Pre-primary CLIL Classroom. In Handbook of CLIL in Pre-primary Education [Springer International Handbooks of Education, ],  pp. 329 ff. DOI logo
Karpava, Sviatlana
2022. Multilingualism in EFL Classrooms. In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching [Advances in Higher Education and Professional Development, ],  pp. 213 ff. DOI logo
King, Nicole & Jackie Ridley
2019. A Bakhtinian take on languaging in a dual language immersion classroom. System 80  pp. 14 ff. DOI logo
Kobayashi, Masaki, Sandra Zappa-Hollman & Patricia A. Duff
2017. Academic Discourse Socialization. In Language Socialization,  pp. 239 ff. DOI logo
Kobayashi, Masaki, Sandra Zappa-Hollman & Patricia A. Duff
2017. Academic Discourse Socialization. In Language Socialization,  pp. 1 ff. DOI logo
Kristmanson, Paula & Joseph Dicks
2014. Looking in the one-way mirror. Journal of Immersion and Content-Based Language Education 2:2  pp. 273 ff. DOI logo
Lasagabaster, David
2017. “I always speak English in my classes”. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 251 ff. DOI logo
Lasagabaster, David
2018. Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3  pp. 400 ff. DOI logo
Lee, Heekyeong
2018. Role of the First Language. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Leeuwestein, Hanneke, Marie Barking, Hande Sodacı, Ora Oudgenoeg‐Paz, Josje Verhagen, Paul Vogt, Rian Aarts, Sybren Spit, Mirjam de Haas, Jan de Wit & Paul Leseman
2021. Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning?. Journal of Computer Assisted Learning 37:3  pp. 603 ff. DOI logo
Leonet, Oihana, Jasone Cenoz & Durk Gorter
2020. Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition. Language Awareness 29:1  pp. 41 ff. DOI logo
Leonet, Oihana & Eider Saragueta
2023. The case of a pedagogical translanguaging intervention in a trilingual primary school: the students’ voice. International Journal of Multilingualism  pp. 1 ff. DOI logo
LEUNG, CONSTANT & GUADALUPE VALDÉS
2019. Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World. The Modern Language Journal 103:2  pp. 348 ff. DOI logo
Li, David C.S.
2015. Discussion: L1 as semiotic resource in content cum L2 learning at secondary level – empirical evidence from Hong Kong. International Journal of Bilingual Education and Bilingualism 18:3  pp. 336 ff. DOI logo
Lialikhova, Dina
2019. “We can do it together!” – But can they? How Norwegian ninth graders co-constructed content and language knowledge through peer interaction in CLIL. Linguistics and Education 54  pp. 100764 ff. DOI logo
Lin, Angel M. Y.
2016. Directions for Future Research and the Way Forward. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 173 ff. DOI logo
Lin, Angel M. Y.
2019. Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism 22:1  pp. 5 ff. DOI logo
Lin, Angel M.Y.
2015. Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum 28:1  pp. 74 ff. DOI logo
Lin, Angel M. Y. & Yuen Yi Lo
2017. Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education 31:1  pp. 26 ff. DOI logo
Lin, Angel M.Y. & Yanming Wu
2015. ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism 18:3  pp. 289 ff. DOI logo
Lindberg, Rachael, Kim McDonough & Ahlem Ammar
2022. The sociocognitive functions of English use during L2 French collaborative writing tasks. Language Teaching Research  pp. 136216882211276 ff. DOI logo
Lindberg, Rachael, Quinton Stotz, Ahlem Ammar & Kim McDonough
2024. L’écriture collaborative dans des cours de français langue seconde : un résumé de trois études. La Revue de l’AQEFLS 36:1 DOI logo
Lindenberg, Dennis
2021. The effect of task constraints on idea generation in creative word-formation group work for beginner-level German learners. System 103  pp. 102635 ff. DOI logo
Liu, Shuwen & Rui (Eric) Yuan
2023. “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher. Applied Linguistics Review 0:0 DOI logo
Lyster, Roy
2015. Using form-focused tasks to integrate language across the immersion curriculum. System 54  pp. 4 ff. DOI logo
Lyster, Roy
2019. Making research on instructed SLA relevant for teachers through professional development. Language Teaching Research 23:4  pp. 494 ff. DOI logo
Lyster, Roy
2019. Translanguaging in Immersion: Cognitive Support or Social Prestige?. The Canadian Modern Language Review 75:4  pp. 340 ff. DOI logo
Lyster, Roy & Diane J. Tedick
2014. Research perspectives on immersion pedagogy. Journal of Immersion and Content-Based Language Education 2:2  pp. 210 ff. DOI logo
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2024. Collaborative writing among young EFL learners in a school context: product and process. The Language Learning Journal 52:3  pp. 285 ff. DOI logo
Martin-Beltrán, Melinda
2014. “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities. International Multilingual Research Journal 8:3  pp. 208 ff. DOI logo
Martin-Beltrán, Melinda, Pei-Jie Chen, Natalia Guzman & Kayra Alvarado Merrills
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
Martin-Beltrán, Melinda, Natalia L. Guzman & Pei-Jie Jenny Chen
2017. ‘Let's think about it together:’ how teachers differentiate discourse to mediate collaboration among linguistically diverse students. Language Awareness 26:1  pp. 41 ff. DOI logo
Martin-Beltrán, Melinda, Angélica Montoya-Ávila, Andrés A. García, Megan Madigan Peercy & Rebecca Silverman
2019. ‘Time foruna 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  pp. 17 ff. DOI logo
Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila
2020. “I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers. International Journal of Applied Linguistics 30:3  pp. 530 ff. DOI logo
Martínez-Adrián, María
2020. ¿Los juntamos? A study of L1 use in interactional strategies in CLIL vs. NON-CLIL primary school learners . International Review of Applied Linguistics in Language Teaching 58:1  pp. 1 ff. DOI logo
Mary, Latisha, Véronique Lemoine-Bresson & Anne Choffat-Dürr
2024. Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies. Language Awareness 33:2  pp. 365 ff. DOI logo
Mitchell, Kathleen
2015. Questions for Merrill Swain. Language Policy 14:1  pp. 67 ff. DOI logo
Moore, Paul J.
2017. Unwritten Rules: Code Choice in Task-Based Learner Discourse in an EMI Context in Japan. In English Medium Instruction in Higher Education in Asia-Pacific [Multilingual Education, 21],  pp. 299 ff. DOI logo
Mukhopadhyay, Lina, Vrishali K. Patil & Chelsy Selvan
2022. Indian Multilingual Education. In Handbook of Research on Teaching in Multicultural and Multilingual Contexts [Advances in Educational Technologies and Instructional Design, ],  pp. 245 ff. DOI logo
Nadal Sanchis, Laura & Iria Bello Viruega
2023. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Nadal Sanchís, Laura
2023. Funciones comunicativas y uso de L1 durante la mediación conceptual: un estudio comparativo entre AICLE y aprendizaje tradicional. Didáctica. Lengua y Literatura 35  pp. 173 ff. DOI logo
Nikula, Tarja & Karita Mård-Miettinen
2014. Language learning in immersion and CLIL classrooms. In Handbook of Pragmatics, DOI logo
Nissilä, Niina & Siv Björklund
2014. One-way immersion in Europe. Journal of Immersion and Content-Based Language Education 2:2  pp. 288 ff. DOI logo
Olsson, Eva
2021. A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary. Language Teaching Research  pp. 136216882110450 ff. DOI logo
Oraby, Ebtissam & Mahmoud Azaz
2023. Translanguaging Practices in Content-based Instruction in L2 Arabic. Applied Linguistics 44:6  pp. 947 ff. DOI logo
Orcasitas-Vicandi, María
2022. Towards a multilingual approach in assessing writing: holistic, analytic and cross-linguistic perspectives. International Journal of Bilingual Education and Bilingualism 25:6  pp. 2186 ff. DOI logo
Orcasitas-Vicandi, María & Oihana Leonet
2022. The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English. International Journal of Multilingualism 19:1  pp. 124 ff. DOI logo
Palviainen, Åsa & Karita Mård-Miettinen
2015. Creating a bilingual pre-school classroom: the multilayered discourses of a bilingual teacher. Language and Education 29:5  pp. 381 ff. DOI logo
Palviainen, Åsa, Ekaterina Protassova, Karita Mård-Miettinen & Mila Schwartz
2016. Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism 19:6  pp. 614 ff. DOI logo
Panezai, Anila, Liaquat Ali Channa & Bakht Bibi
2023. Translanguaging in higher education: exploring interactional spaces for meaning-making in the multilingual universities of Pakistan. International Journal of Bilingual Education and Bilingualism 26:4  pp. 514 ff. DOI logo
Pontier, Ryan & Mileidis Gort
2016. Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings. International Multilingual Research Journal 10:2  pp. 89 ff. DOI logo
Protassova, Ekaterina
2018. Longing for Quality: Experiences of Finnish-Russian Bilingual Kindergarten in Finland. In Preschool Bilingual Education [Multilingual Education, 25],  pp. 135 ff. DOI logo
Rafi, Abu Saleh Mohammad & Anne-Marie Morgan
2022. Linguistic ecology of Bangladeshi higher education: A translanguaging perspective. Teaching in Higher Education 27:4  pp. 512 ff. DOI logo
Rafi, Abu Saleh Mohammad & Anne-Marie Morgan
2023. Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom. Critical Inquiry in Language Studies 20:1  pp. 20 ff. DOI logo
Razavi, Ghazaleh-Sadat, Ebrahim Fakhri Alamdari & Mehrshad Ahmadian
2023. EFL Listening, Metacognitive Awareness, and Motivation: The Magic of L1-Mediated Metacognitive Intervention. Journal of Psycholinguistic Research 52:2  pp. 477 ff. DOI logo
Reitbauer, Margit, Ulla Fürstenberg, Petra Kletzenbauer & Karoline Marko
2018. Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration. Latin American Journal of Content & Language Integrated Learning 11:1  pp. 87 ff. DOI logo
Resnyansky, Lucy
2016. Scientific justification of social policies: concepts of language and immigrant integration. Journal of Ethnic and Migration Studies 42:12  pp. 2049 ff. DOI logo
Robertson, Sally-Ann & Mellony Graven
2020. Language as an including or excluding factor in mathematics teaching and learning. Mathematics Education Research Journal 32:1  pp. 77 ff. DOI logo
Robertson, Sally-Ann & Mellony Graven
2020. A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’. South African Journal of Childhood Education 10:1 DOI logo
Roy, Sylvie & Paul-Christophe Schafer
2015. Reading as a skill or as a social practice in French immersion?. Language and Education 29:6  pp. 527 ff. DOI logo
Salvato, Giuliana
2020. Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy. Translation and Translanguaging in Multilingual Contexts 6:3  pp. 282 ff. DOI logo
Santiago-Garabieta, Maite, Rocío García-Carrión, Harkaitz Zubiri-Esnaola & Garazi López de Aguileta
2023. Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research 27:6  pp. 1532 ff. DOI logo
Schwartz, Mila & Åsa Palviainen
2016. Twenty-first-century preschool bilingual education: facing advantages and challenges in cross-cultural contexts. International Journal of Bilingual Education and Bilingualism 19:6  pp. 603 ff. DOI logo
Seerig, Elisa & Christine Siqueira Nicolaides
2022. “We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes. Revista Brasileira de Linguística Aplicada 22:1  pp. 181 ff. DOI logo
Slembrouck, Stef, Piet Van Avermaet & Koen Van Gorp
2018. Strategies of Multilingualism in Education for Minority Children. In The Multilingual Edge of Education,  pp. 9 ff. DOI logo
Stephen, Christine, Joanna McPake, Irene Pollock & Wilson McLeod
2016. Early years immersion. Journal of Immersion and Content-Based Language Education 4:1  pp. 59 ff. DOI logo
Subekti, Adaninggar Septi, Pratomo Widodo & Erna Andriyanti
2023. Indonesian L2 Learners’ CEFR-based Listening Proficiency: Interactions with Attitudes towards Teachers’ Use of L1. Acta Paedagogica Vilnensia 50  pp. 37 ff. DOI logo
Swain, Merrill & Yuko Watanabe
2019. Languaging: Collaborative Dialogue as a Source of Second Language Learning. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Séror, Jérémie & Guillaume Gentil
2020. Cross-Linguistic Pedagogy and Biliteracy in a Bilingual University: Students’ Stances, Practices, and Ideologies. The Canadian Modern Language Review 76:4  pp. 356 ff. DOI logo
Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
2024. “Fingers which mean นิ้ว นิ้วแบบนิ้วมือ”. Journal of Immersion and Content-Based Language Education 12:1  pp. 25 ff. DOI logo
Tedick, Diane J. & Pamela M. Wesely
2015. A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum 28:1  pp. 25 ff. DOI logo
THAM, Irwan, Meng Huat CHAU & Siew Ming THANG
2020. Bilinguals’ processing of lexical cues in L1 and L2: an eye-tracking study. Computer Assisted Language Learning 33:7  pp. 665 ff. DOI logo
Thibeault, Joël & Ian A. Matheson
2020. The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children’s Books. The Canadian Modern Language Review 76:4  pp. 375 ff. DOI logo
Tri, Dang & Christo Moskovsky
2023. Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice. Asian Englishes 25:3  pp. 326 ff. DOI logo
Uddling, Jenny & Anne Reath Warren
2023. A newcomer’s spontaneous translanguaging in lower-secondary physics education. International Multilingual Research Journal 17:3  pp. 270 ff. DOI logo
Wang, Ping
2021. A case study of translanguaging phenomenon in CBI classes in a Chinese university context. International Journal of Applied Linguistics 31:1  pp. 95 ff. DOI logo
Woll, Nina, Pierre-Luc Paquet & Isabelle Wouters
2022. Language as a vehicle or as a resource? Exploring the nature of metalinguistic reflection in plurilingual consciousness-raising tasks. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Yamutuale, Désiré
2020. La pédagogie immersive au Canada face à la mondialisation. Spirale - Revue de recherches en éducation N° 65-2:2  pp. 123 ff. DOI logo
Zhang, Meixiu
2018. Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System 76  pp. 1 ff. DOI logo
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2022. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo

This list is based on CrossRef data as of 2 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.