International journal of bilingual education and bilingualism

• 

  Año 2021, Vol. 24, Número 4

  • Articles

    • Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns

      Katie Bernstein, Sultan Kilinc, Megan Troxel Deeg, Scott Marley, Kathleen Farrand, Michael F. Kelley

      • Resumen

      págs. 457-480

      

    • Toward a better understanding of the language conducive context: an ecological perspective on children’s progress in the second language in bilingual preschool

      Mila Schwartz, Inas Deeb

      • Resumen

      págs. 481-499

      

    • Learning Upper Sorbian.: The problems with minority language education for non-native pupils in the

      Nicole Dołowy-Rybińska

      • Resumen

      págs. 500-514

      

    • Developing potentiality: pre-service elementary teachers as learners of language immersion teaching

      T.J. Ó Ceallaigh, Máiréad Hourigan, Aisling Leavy

      • Resumen

      págs. 515-532

      

    • Literacy engagement in the extended French and French immersion programmes (Grades 4–6)

      Marina Antony-Newman

      • Resumen

      págs. 533-545

      

    • Using the peabody picture vocabulary test in L2 children and adolescents: effects of L1

      Claire Goriot, Roeland Van Hout, Mirjam Broersma, Vanessa Lobo, James M. McQueen, Sharon Unsworth

      • Resumen

      págs. 546-568

      

    • Placement of former english language learners in middle schools: general education or dual language?

      Bruce Torff, Audrey Figueroa Murph

      • Resumen

      págs. 569-576

      

    • Exploring bilingual adolescents’ translanguaging strategies during online reading

      Kwangok Song, Byeong-Young Cho

      • Resumen

      págs. 577-594

      

  • Book Reviews

    • Content and language integrated learning (CLIL): an effective methodological approach to teach foreign languages in mainstream education by Virginia Vinuesa

      Salvador Montaner Villalba

      Es reseña de:

      • Content and language integrated learning (CLIL): an effective methodological approach to teach foreign languages in mainstream education

        Virginia Vinuesa Benítez

        Dykinson, 2017. ISBN 978-84-9148-360-1

      págs. 595-597

      

    • New perspectives on transfer in second language learning edited by Liming Yu and Terence Odlin

      Renhua Wang, Xiaoliu Qiao

      Es reseña de:

      • New perspectives on transfer in second language learning

        Liming Yu (ed. lit.), Terence Odlin (ed. lit.)

        Bristol : Multilingual Matters, 2016

      págs. 597-600

      

    • Teaching writing for academic purposes to multilingual students: instructional approaches edited by John Bitchener, Neomy Storch and Rosemary Wette

      Zhicheng Mao, Longxing Li

      Es reseña de:

      • Teaching writing for academic purposes to multilingual students: instructional approaches

        John Bitchener (ed. lit.), Neomy Storch (ed. lit.), Rosemary Wette (ed. lit.)

        New York : Routledge, 2017

      págs. 600-603