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The Role of Linguistic Typology, Target Language Proficiency and Prototypes in Learning Aspectual Contrasts in Italian as Additional Language
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In: Languages ; Volume 6 ; Issue 4 (2021)
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| 2 |
Understanding Educator Perspectives of French Language Instruction in Play-Based Kindergarten
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| 3 |
Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings ; Revenir sur EMILE : contexte, pédagogie et fondements théoriques
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In: Contextes et Didactiques ; https://halshs.archives-ouvertes.fr/halshs-03374103 ; Contextes et Didactiques, 2020, 15, pp.88-116 (2020)
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| 4 |
Formação linguística em português para o contexto universitário na USP: necessidades e limitações ; Linguistic formation in Portuguese for university purposes at USP: needs and limitations
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Sousa, Lucas Otavio Araujo de. - : Biblioteca Digital de Teses e Dissertações da USP, 2020. : Universidade de São Paulo, 2020. : Faculdade de Filosofia, Letras e Ciências Humanas, 2020
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| 5 |
Plus qu'une langue: The construction of identity via French as an additional language in Hong Kong
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In: ISSN: 1479-0718 ; International Journal of Multilingualism ; https://hal.archives-ouvertes.fr/hal-02490775 ; International Journal of Multilingualism, Taylor & Francis (Routledge), 2019, pp.1-19. ⟨10.1080/14790718.2019.1629936⟩ (2019)
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| 6 |
Understanding ‘understanding’ in teal classes: an interactional multimodal approach ; Entendendo o ‘entendimento’ em aulas de língua inglesa: uma perspectiva interacional multimodal
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In: Acta Scientiarum. Language and Culture; Vol 41 No 2 (2019): July-Dec.; e46454 ; Acta Scientiarum. Language and Culture; v. 41 n. 2 (2019): July-Dec.; e46454 ; 1983-4683 ; 1983-4675 (2019)
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| 7 |
Le poids des mots pour trouver sa place dans l’espace scolaire
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In: ISSN: 2417-4211 ; Essais : revue interdisciplinaire d'Humanités ; https://hal.archives-ouvertes.fr/hal-03636222 ; Essais : revue interdisciplinaire d'Humanités, École doctorale Montaigne-Humanités/Presses universitaires de Bordeaux, 2018, Plurilinguismes en construction Apprentissages et héritages linguistiques, pp.67-95. ⟨10.4000/essais.323⟩ (2018)
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| 8 |
Countability and confusion: Helping students with English as an additional language to understand the English article system
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In: https://journal.aall.org.au/index.php/jall/article/view/490 (2018)
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| 9 |
O planejamento de programas de ensino para o desenvolvimento de projetos de aprendizagem em português como língua adicional
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| 10 |
The teaching, learning and testing of te reo Māori in tertiary institutions in Aotearoa/New Zealand
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| 11 |
Connecting Digital Environments to Additional Language Learning in Schools
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| 12 |
Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)
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| 13 |
A aprendizagem de francês através de aplicativos para smartphone
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| 14 |
Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)
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| 15 |
Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 10, Núm. 1 (2017): ; p. 61-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 10, Núm. 1 (2017): (2017)
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| 16 |
Is Anyone Listening? – Experiences of Junior-Level English Language Learners in Southwestern Ontario
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In: Electronic Theses and Dissertations (2016)
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| 17 |
A school-based approach to developing the English proficiency of EAL university students
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| 18 |
Effects of Home Literacy Environment and Parental Beliefs on Additional Language Learners’ Literacy Development: A Closer Look at What Can Be Done to Facilitate the Process.
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| 19 |
Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners ...
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Fry, Juliet Ruth. - : University of Canterbury. School of Māori, Social and Cultural Studies/ School of Teacher Education, 2014
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| 20 |
Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners
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Fry, Juliet Ruth. - : University of Canterbury. School of Māori, Social and Cultural Studies/ School of Teacher Education, 2014
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