Foreign language annals

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  Año 2019, Vol. 52, Número 3. Texto Completo Ejemplar

  • Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2005–2011

    Rebecca Fox, Olga Corretjer, Kelley Webb, Jie Tian

    • Resumen
    • Texto completo

    págs. 470-490

    

  • Making the most of general education foreign language requirements

    Ewelina Barski, Donna Wilkerson Barker

    • Resumen
    • Texto completo

    págs. 491-506

    

  • Promoting intercultural thinking and reflection through U.S. history

    Cecilia Tocaimaza-Hatch, Melanie Bloom

    • Resumen
    • Texto completo

    págs. 507-528

    

  • Service learning in Spanish for the health professions: Heritage language learners’ competence in action

    Flavia Belpoliti, María E. Pérez

    • Resumen
    • Texto completo

    págs. 529-550

    

  • Managing cognitive load with a flipped language class: An ethnographic study of the student experience

    Sara Page, Martin Forsey

    • Resumen
    • Texto completo

    págs. 551-575

    

  • The effects of prompts on L2 writing performance and engagement

    Minyoung Cho

    • Resumen
    • Texto completo

    págs. 576-594

    

  • The impact of peer corrective feedback on vocabulary development

    Lieselotte Sippel

    • Resumen
    • Texto completo

    págs. 595-611

    

  • Peer review and training: Pathways to quality and value in second language writing

    Jeannette Sánchez Naranjo

    • Resumen
    • Texto completo

    págs. 612-643

    

  • A case for a functional linguistic knowledge base in world language teacher education

    Francis J. Troyan, Sabrina F. Sembiante, Nicole King

    • Resumen
    • Texto completo

    págs. 644-669

    

  • The control, content, and consequences of edTPA: World language teacher educators’ perceptions

    Susan A. Hildebrandt, Peter Swanson

    • Resumen
    • Texto completo

    págs. 670-686