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1
Codeswitching in L1 and L2 learning contexts: insights from a study of teacher beliefs and practices in Mozambican bilingual education programmes
In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 27 (2013) 4, 314-328
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2
From language choice to mode choice: how artefacts impact on language use and meaning making in a bilingual classroom
In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 27 (2013) 4, 329-342
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3
Multilingual classroom talk in adult literacy education in Timor-Leste: teachers and learners doing literacy and numeracy tasks
In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 27 (2013) 4, 356-373
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4
Language and literacy development in a Canadian native community: Halq'eméylem revitalization in a Stó:lō head start program in British Columbia
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 97 (2013) 3, 702-719
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5
An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 97 (2013) 1, 239-253
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6
Investigating age in the use of L1 or English-Only instruction: vocabulary acquisition by Korean EFL learners
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 97 (2013) 4, 887-901
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7
Beyond intersubjectivity : task orientation and first language use in foreign language discussions
In: Pragmatics and society. - Amsterdam : Benjamins 4 (2013) 3, 285-316
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