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Students’ Transition from Secondary School French Programs into University Level French Immersion
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Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach
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Students’ Transition from Secondary School French Programs into University Level French Immersion
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 159-180 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 159-180 ; 1920-1818 ; 1481-868X (2021)
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Bilinguisme et immersion universitaire. Vers la réalisation d’un idéal politique
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In: Langage et société, N 172, 1, 2020-12-23, pp.151-173 (2020)
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Alternative sources of feedback and second language writing development in university content courses
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 1 (2011); 118-143 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 1 (2011); 118-143 ; 1920-1818 ; 1481-868X (2011)
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Socialization in the margins : second language writers and feedback practices in university content courses
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Socialization in the margins : second language writers and feedback practices in university content courses
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Socialization in the margins : second language writers and feedback practices in university content courses
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The Role of Drama on Cultural Sensitivity, Motivation and Literacy in a Second Language Context
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In: Bournot-Trites, Monique; Belliveau, George; Spiliotopoulos, Valia; & Séror, Jérémie. (2007). The Role of Drama on Cultural Sensitivity, Motivation and Literacy in a Second Language Context. Journal for Learning through the Arts, 3(1). doi:10.21977/D93110058. Retrieved from: http://www.escholarship.org/uc/item/4v108410 (2007)
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Students’ and Teachers’ Perceptions about Strategies which Promote Proficiency in Second Language Writing
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In: Canadian Journal of Applied Linguistics; Vol. 6 No. 2 (2003); 129-157 ; Revue canadienne de linguistique appliquée; Vol. 6 No. 2 (2003); 129-157 ; 1920-1818 ; 1481-868X (2003)
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