International journal of bilingual education and bilingualism

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  Año 2020, Vol. 23, Número 8

  • Notes

    • Does the teaching of physical education in a foreign language jeopardise children's physical activity time?: A pilot study

      Josep Coral, Meritxell Urbiola, Eduardo Sabaté, Josep Bofill, Teresa Lleixá Arribas, Ruth Vilà Baños

      • Resumen

      págs. 839-854

      

  • Articles

    • Do we all share the same goals for content and language integrated learning (CLIL)?: Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands

      Evelyn van Kampen, Jacobiene Meirink, Wilfried Admiraal, Amanda Berry

      • Resumen

      págs. 855-871

      

    • Similarities and dissimilarities in the teaching of English and French in a dual language instructional setting

      Robert S. Savage, Adriana Pace

      • Resumen

      págs. 872-887

      

    • Examining the text quality of English/Arabic dual language children’s picture books

      Anna M. Dillon, Zeina Hojeij, Alecia Perkins, Rima Malkawi

      • Resumen

      págs. 888-901

      

    • ‘How does it look and feel to be plurilingual?’: analysing children's representations of plurilingualism through collage

      Gail Prasad

      • Resumen

      págs. 902-924

      

    • Engaging with linguistic landscaping in Vancouver’s Chinatown: a pedagogical tool for teaching and learning about multilingualism

      Jing Li, Steve Marshall

      • Resumen

      págs. 925-941

      

  • Book Reviews

    • Conceptualising integration in CLIL and multilingual education edited by Tarja Nikula, Emma Dafouz, Pat Moore, and Ute Smit

      Darío Luis Banegas

      Es reseña de:

      • Conceptualising integration in CLIL and multilingual education

        Tarja Nikula, Emma Dafouz, Pat Moore, Ute Smit

        Multilingual Matters, 2016. ISBN 978-1-78309-613-8

      págs. 942-945

      

  • Bilingual education, language and literacy skills: Greek as majority or heritage languagea

    • The effects of balanced biliteracy on Greek-German bilingual children’s secondary discourse ability

      Christiane Bongartz, Jacopo Torregrossa

      • Resumen

      págs. 948-963

      

    • The role of educational setting in the development of verbal aspect and executive functions: evidence from Greek-German bilingual children

      Ifigeneia Dosi, Despina Papadopoulou

      • Resumen

      págs. 964-980

      

    • Language external and language internal factors in the acquisition of gender: the case of Albanian-Greek and English-Greek bilingual children

      Maria Kalts, Alexandra Prentza, Despina Papadopoulou, Ianthi Maria Tsimpli

      • Resumen

      págs. 981-1002

      

    • (Meta)linguistic abilities of bilectal educators: the case of Cyprus

      Evelina Leivada, Maria Kambanaros, Kleanthes K. Grohmann, Loukia Taxitari

      • Resumen

      págs. 1003-1018

      

    • Heritage language classes and bilingual competence: the case of Albanian immigrant children in Greece

      Marina Mattheoudakis, Aspasia Chatzidaki, Christina Maligkoudi

      • Resumen

      págs. 1019-1035

      

    • Biliteracy and reading ability in children who learn Greek as a second language

      Kyriakoula M. Rothou, Ianthi Tsimpli

      • Resumen

      págs. 1036-1050