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Portuguese in Germany: considering issues of heritage language development and biliteracy
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6 |
Paisagens Linguísticas
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In: Domínios de Lingu@gem; Vol 14 No 4 (2020): Linguistic Landscapes; 1024-1058 ; Domínios de Lingu@gem; v. 14 n. 4 (2020): Paisagens Linguísticas; 1024-1058 ; 1980-5799 (2020)
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Rezeptive Interkomprehension
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In: Plurale Ansätze im Fremdsprachenunterricht in Deutschland: State of the art, Implementierung des REPA und Perspektiven ; https://hal.archives-ouvertes.fr/hal-02294644 ; Melo-Pfeifer, Silvia; Reimann, Daniel. Plurale Ansätze im Fremdsprachenunterricht in Deutschland: State of the art, Implementierung des REPA und Perspektiven, Narr Francke Attempto Verlag, pp.187-203, 2019 (2019)
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L’intégration des approches plurielles dans les manuels d’allemand langue seconde en Allemagne
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In: Pour une éducation langagière et plurilingue, inclusive et éthique ; https://hal.archives-ouvertes.fr/hal-02428012 ; Ildiko Lõrincz. Pour une éducation langagière et plurilingue, inclusive et éthique, Université Széchenyi Istvan, 2019 (2019)
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Mediation(s) in an on-line, multilingual teacher education environment ... : Mediation(s) in an on-line, multilingual teacher education environment ...
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Entrevista com Prof. Dr. Sílvia Melo-Pfeifer (mit deutscher Übersetzung)
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Portuguese and German Repertoires Perceived by Portuguese Speaking Children in Germany: A Tale of Two Continua
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In: Journal of Multilingual Education Research (2018)
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Accepter n’est pas intégrer: Les langues et cultures d’origine vues par les enseignants au Portugal
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Multilingual interaction in chat rooms: translanguaging to learn and learning to translanguage
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Former pour et par l’intercompréhension: les langues comme objet et objectif de la formation de formateurs de la plateforme Galapro
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Papel dos pais moldavos na manutenção da língua de herança dos filhos em contexto de imigração portuguesa
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Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools?
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Heritage languages of young people from linguistic and cultural minorities in Portuguese schools: monolingual temptation versus multilingual realities
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