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Engagement as Perception-In-Action in Process Drama for Teaching and Learning Italian as a Second Language
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Australia loves language puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
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Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama
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English as a medium of instruction in East and Southeast Asian universities
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6 |
English in Southeast Asia: Pedagogical and policy implications
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8 |
Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor
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9 |
Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?
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10 |
The language(s) of HE: EMI and/or ELF and/or Multilingualism?
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11 |
Micro-language planning for multilingual education: Agency in local contexts
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12 |
One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
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13 |
Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach
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14 |
Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
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15 |
Macro-language planning for multilingual education: Focus on programmes and provision
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16 |
Lingua francas as languages of education: implications for other languages
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17 |
How much input do you need to learn the most frequent 9,000 words?
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18 |
Language teaching for European citizenship: insights for teacher education
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19 |
Scaffolding essay writing skills for accounting students: a collaboration
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