| 1 |
The World Bank and the Educational Policies for Colombia and Brazil ; El Banco Mundial y la política educativa para Colombia y Brasil
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In: ISSN: 0185-1284 ; Revista Latinoamericana de Estudios Educativos ; https://hal.archives-ouvertes.fr/hal-02193295 ; Revista Latinoamericana de Estudios Educativos, Centro de Estudios Educativos, A.C. México, 2018, XLVIII (1), pp.53-72 (2018)
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| 2 |
The Teaching of French in interwar Hungary : actors, tools, representations. ; La didactique du français dans la Hongrie de l'entre-deux-guerres : acteurs, outils, représentations
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In: https://tel.archives-ouvertes.fr/tel-02081516 ; Linguistique. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCF037⟩ (2018)
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| 3 |
Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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| 4 |
Prioritizing Multilingualism in U.S. Schools: States’ Policy Journeys to Enact the Seal of Biliteracy
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In: Education: School of Education Faculty Publications and Other Works (2018)
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| 5 |
Bambine e ragazzi bilingui nelle classi multietniche di Torino
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| 6 |
The Teaching of French in interwar Hungary : actors, tools, representations. ; La didactique du français dans la Hongrie de l'entre-deux-guerres : acteurs, outils, représentations
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In: https://tel.archives-ouvertes.fr/tel-02081516 ; Linguistique. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCF037⟩ (2018)
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| 7 |
Politics of multilingualism in Roma education in early Soviet Union and its current projections
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In: Social Inclusion ; 5 ; 4 ; 48-59 ; Multilingualism and social inclusion (2018)
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| 8 |
A comparative study on objectives and components of writing skill in national curriculum of Iran and America (New Jersey) at high school
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In: International Letters of Social and Humanistic Sciences ; 70 ; 70-80 (2018)
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| 9 |
Fostering social inclusion through multilingual habitus in Estonia: a case study of the open school of Kalamaja and the Sakala Private School
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In: Social Inclusion ; 5 ; 4 ; 98-107 ; Multilingualism and social inclusion (2018)
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| 10 |
Tecnologías de información en instituciones de educación superior, crisis económica y necesidad de diagnósticos para su incorporación: el caso de la Universidad Pedagógica Nacional
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In: Revista Mexicana de Ciencias Políticas y Sociales ; 52 ; 209 ; 85-100 (2018)
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| 11 |
Language Provision in Education: A View from Scotland
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In: Social Inclusion ; 5 ; 4 ; 78-86 ; Multilingualism and Social Inclusion (2018)
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| 12 |
Deaf learners' experiences in Malaysian schools: access, equality and communication
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In: Social Inclusion ; 6 ; 2 ; 46-55 ; Global perspectives on disability (2018)
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| 13 |
La autonomía claustral: el caso de la Universidad Nacional de México (1929-1944)
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In: Revista Mexicana de Ciencias Políticas y Sociales ; 44 ; 177-8 ; 159-220 (2018)
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| 14 |
Bildungszugänge und Bildungsübergänge von Kindern im Alter von 0 bis 18 Jahren im Bezirk Berlin-Mitte - 1. Projektbericht: Eine Charakterisierung des Bezirks und erste Befunde
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In: 100 (2018)
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| 15 |
Cognitive Assessment of Culturally and Linguistically Diverse Students:Evidence for Current Practices
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In: Thinking Matters Symposium Archive (2018)
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| 16 |
Can Schools be Reformed by Reforming Assessment?: The Effects of an Innovative Assessment and Accountability System on Student Achievement Outcomes
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In: Doctoral Dissertations (2018)
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| 18 |
Els usos lingüístics a les aules de secundària de Catalunya i el País Valencià: l'estudiantat i el professorat com a actors de la política lingüística educativa
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| 19 |
Interesse an Deutsch als Zweitsprache mit Japanisch als Erstsprache in Wien
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| 20 |
I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education
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