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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 142 |
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 143 |
Developing an intensive reading material for EFL students: a final product
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 259-275 (2022) (2022)
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| 144 |
Continuous professional development: An overview from English language teachers in east Kalimantan
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 51-62 (2022) (2022)
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| 145 |
L’acquisition des pronoms en L1. Le cas d’enfants à développement typique et d’enfants à développement atypique
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In: Corela, Vol 35 (2022) (2022)
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| 146 |
From Terrible Twos to Sassy Sixes: The Development of Vocabulary and Executive Functioning Across Early Childhood
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| 147 |
The Impact of CLIL Teacher Education on the Beliefs of In-service CLIL Teachers
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 47-61 (2022)
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| 148 |
International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 313-314 (2022)
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| 150 |
SUBSUMPTION AS DEVELOPMENT: A WORLD-ECOLOGICAL CRITIQUE OF THE SOUTH KOREAN "MIRACLE"
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| 151 |
New Exploration of Teachers’ Professional Development in Open Universities From the Perspective of Artificial Intelligence
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In: Cross-Cultural Communication; Vol 18, No 1 (2022): Cross-Cultural Communication; 13-17 ; 1923-6700 ; 1712-8358 (2022)
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| 152 |
Breaking Down Barriers: A Culturally Responsive Career Development Intervention with Racially Minoritized Girls of Color
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In: Journal of College Access (2022)
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| 153 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 154 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 155 |
Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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| 156 |
Validity evidence of the Test of Narrative Language (TNL) adapted to Brazilian Portuguese
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In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
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| 157 |
Bibliometric analysis of the literature on phonological awareness in bilingual children
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In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
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Abstract:
ABSTRACT Purpose: to characterize the profile of scientific production in the international literature on phonological awareness in bilingual children between 2011 and 2020. Methods: a bibliometric analysis was made with the search for articles in ERIC, LILACS, MEDLINE, and SciELO databases, using descriptors in English. The articles were selected based on the eligibility criteria, by reading the titles, then reading the abstracts, and lastly, reading the full-text articles. Results: a total of 1,167 articles were analyzed, 1,152 of which were excluded for not meeting the inclusion criteria. Hence, 15 articles were selected for full-text reading and bibliometric analysis. The United States was the country with most publications, followed by Brazil, Singapore, and China. The approach of the studies was predominantly quantitative, followed by qualitative; the most common type of study was cross-sectional, with samples of more than 100 participants. Conclusion: there was a greater number of publications in the last 3 years, most of them cross-sectional ones, presenting better phonological awareness performance among bilinguals, with positive results in reading.
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Keyword:
Child; Child Language; Development; Language; Multilingualism; Otorhinolaryngology; P1-1091; Philology. Linguistics; RF1-547
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URL: https://doaj.org/article/f7540305e7e345bd96c5e7f89436fcee
https://doi.org/10.1590/1982-0216/20222411321
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| 158 |
The processes in the activity of writing: evidence from collaborative writing ; Os processos na atividade de escrita: estudo com base na escrita colaborativa
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In: Acta Scientiarum. Language and Culture; Vol 44 No 1 (2022): Jan.-June; e57804 ; Acta Scientiarum. Language and Culture; v. 44 n. 1 (2022): Jan.-June; e57804 ; 1983-4683 ; 1983-4675 (2022)
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