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Redefining speakership: Implications for language program direction
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Blyth, Carl S.; Dalola, Amanda. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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Preface: The trajectory from volume to journal
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Blyth, Carl S.; Bourns, Stacey Katz; Magnan, Sally Sieloff. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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A multidisciplinary approach to studying language attitudes and language use in the Ottawa-Gatineau region
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A quantitative reanalysis of schwa realization in contemporary metropolitan French
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Task-based pragmatic interventions and intercultural communicative competency : a comparison of students in a short-term study abroad program with the home university
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An old tradition in a new space : a critical discourse analysis of YouTubers' metalinguistic commentary on Quebec French
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Designing foreign language curricula and pedagogy in terms of meaning-making: The application of languaculture and designs of meaning
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Gaining literacy XP: uncovering semiotic resources in a digital game and exploring L2 learner gameplay as a multiliteracy practice
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The pragmatics of greetings and leave-takings in Brazil and the United States : a cross-cultural study
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#Présidentielle2017 : a critical discourse analysis of the 2017 French presidential campaign on Twitter
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Development of interactional competence in Spanish-language service learning
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Designing Meaning and Identity in Multiliteracies Pedagogy: From Multilingual Subjects to Authentic Speakers
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In: Blyth, Carl. (2018). Designing Meaning and Identity in Multiliteracies Pedagogy: From Multilingual Subjects to Authentic Speakers. L2 Journal, 10(2). doi:10.5070/L210235662. Retrieved from: http://www.escholarship.org/uc/item/12j31789 (2018)
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Critical sociocultural perspectives on an asynchronous online intercultural exchange between Hindi and English language learners
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Culture specific aspects of semantic frames in multilingual frame descriptions
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Native and non-native intuitions on the phonology of binomial locutions
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Mother daughter tongue : the language use of North African women in France
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Synchronous eTandem communication between English and Korean learners : learning through international partnership and intercultural communication
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The impact of social factors on the use of Arabic-French code-switching in speech and IM in Morocco
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