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1	Teaching and testing second language pragmatics and interaction : a practical guide
	Röver, Carsten. - London : Routledge, 2022
	BLLDB
	UB Frankfurt Linguistik
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2	Teaching and learning pragmatics : where language and culture meet
	Ishihara, Noriko; Cohen, Andrew D.. - London : Routledge, 2022
	BLLDB
	UB Frankfurt Linguistik
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3	Source or target first? Comparison of two post-editing strategies with translation students
	Volkart, Lise; Girletti, Sabrina; Gerlach, Johanna...
	In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
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4	A shared cabin in the woods: The presence and presents of writing in residential academic writing retreats
	Ratković, Snežana; McGinn, Michelle K.; Martinovic, Dragana. - : Equinox Publishing, 2022
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5	The Routledge handbook of second language acquisition and speaking
	Derwing, Tracy M.; Munro, Murray J.; Thomson, Ron I.. - New York : Routledge, 2022
	MPI für Psycholinguistik
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6	The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
	Dinh, Ngoc Anh. - : Auckland University of Technology, 2022
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7	What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
	Campbell, Jessica. - 2022
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8	Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
	Vesdrevanis, Anne Marie. - 2022
	Abstract: This qualitative exploratory study sought to understand highly educated Iraqi and Syrian refugees’ perceptions of their learning experiences during economic integration in Luxembourg. This research sought to elucidate how these new migrants learned to integrate in a country with a long tradition of migration but little exposure to Arabic-speaking groups. Further, it sought to explore participants’ experiences of what knowledge, skills, and practices they required, how these were learned, what facilitators and inhibitors they faced, and the impact of identity and religion.In-depth, semi-structured interviews were conducted with 20 refugee participants who had arrived in Luxembourg since 2015 and from 10 professionals working in refugee integration programs. Additional data were collected from critical incident questionnaires and document analysis. Several key findings emerged from interviews. First, participants reported high professional status prior to their forced migration and gratitude toward Luxembourg for its support, despite their many challenges. Second, participants identified linguistic skills, market-relevant experience, Western qualifications, and adaptability as essential for integration, which (apart from academic qualifications) were learned informally. Third, timely professional exposure was a facilitator to integration, while Luxembourg’s multilingualism, job market, work regulations, and discrimination were inhibitors. Fourth, participants reported stigma and invisibility around their refugee identity. Their religious beliefs did not influence their economic integration. This research draws four main conclusions. First, migrants navigated the impact of wars which disrupted their lives alongside an uncertain present, fraught challenges and mixed feelings. Second, while linguistic skills, relevant academic qualifications, and adaptability were important, there exists tension between the non-formal learning refugee integration ecosystem failing to account for the informal learning that new migrants required. Third, while timely professional exposure facilitates economic integration, Luxembourg’s ‘equal-for-all’ (but pragmatically restrictive) frameworks and multilingualism delay new migrants’ integration. Fourth, there is little shared understanding among stakeholders on the impact of identity and religion in economic integration. The recommendations of this study are to (1) champion timely access of migrants to the job market through intensive language training and professional exposure; (2) assess fairness of employment frameworks for non-majority groups; and (3) reflect on an inclusive, fair, and diverse national adult education strategy.
	Keyword: Adult education; Immigrants--Economic conditions; Immigrants--Education; Iraqis; Language and languages--Study and teaching; Syrians
	URL: https://doi.org/10.7916/3cjz-mb08
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9	Speech and Debate Educators’ Perceptions About the Programs in Primary School
	Jacques, Erin. - 2022
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10	Exploring the Learning Experiences of Study Abroad Participants
	Burya, Jill Anne. - 2022
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11	Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
	Kim, Peter. - 2022
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12	Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
	Cole-Onaifo, Karen Althea. - 2022
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13	Professional Testimony: Construction and Analysis of a “Graphic Object” in a Physics Class in a 12th Grade Science Major
	Moutet, Laurent
	In: Objects to Learn About and Objects for Learning 1 ; https://hal.archives-ouvertes.fr/hal-03589558 ; Joël Bisault, Roselyne Le Bourgeois, Jean-François Thémines, Mickaël Le Mentec, Céline Chauvet-Chanoine. Objects to Learn About and Objects for Learning 1, Wiley, 2022, Online ISBN: 9781119902171 Print ISBN: 9781786306715. ⟨10.1002/9781119902171.ch5⟩ (2022)
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14	Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
	Lopez Vera, Alexandra. - : eScholarship, University of California, 2022
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15	Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
	Jolley, Jason R; Maimone, Luciane
	In: L2 Journal, vol 14, iss 1 (2022)
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16	A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons
	Tourmen, Claire; Hoffmann, Daniel
	In: L2 Journal, vol 14, iss 1 (2022)
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17	Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
	Pintado Gutiérrez, Lucía
	In: L2 Journal, vol 14, iss 2 (2022)
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18	Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
	González Becerra, Iria; del Río Alcalá, Berta
	In: L2 Journal, vol 14, iss 3 (2022)
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19	A Comparative Study of Mathematics Classroom Practices in Chile, Colombia, and Mexico
	Barragan Torres, Mariana. - : eScholarship, University of California, 2022
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20	The use of online translators by students not enrolled in a professional translation program: beyond copying and pasting for a professional use
	Loock, Rudy; Léchauguette, Sophie; Holt, Benjamin
	In: EAMT2022 (European Association for Machine Translation) ; https://hal.archives-ouvertes.fr/hal-03656029 ; EAMT2022 (European Association for Machine Translation), Jun 2022, Ghent, Belgium ; https://eamt2022.com/ (2022)
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