International journal of bilingual education and bilingualism

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  Año 2022, Vol. 25, Número 1

  • Articles

    • Dual language programs: an exploration of bilingual students’ academic achievement, language proficiencies and engagement using a mixed methods approach

      Janina Brutt-Griffler, Eunjee Jang

      • Resumen

      págs. 1-22

      

    • Teaching indigenous languages in Chile: perceptions of Traditional Educators

      Rukmini Becerra-Lubies, Carlos Bolomey Córdova, Daniela Meli Fernández

      • Resumen

      págs. 23-41

      

    • The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children

      May-Britt Monsrud, Veslemoy Rydland, Esther Geva, Anne Cathrine Thurmann-Moe, Solveig-Alma Halaas Lyster

      • Resumen

      págs. 42-58

      

    • Aspects of language choice online among German-Upper Sorbian bilingual adolescents

      Sarah McMonagle

      • Resumen

      págs. 59-79

      

    • Exploring bilingual learners’ desires in English-medium studies: evidence from a Thai private bilingual school

      Yiqi Liu

      • Resumen

      págs. 80-99

      

    • ‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept

      Anssi Roiha, Katja Mäntylä

      • Resumen

      págs. 100-116

      

    • Negotiating language choice in multilingual lab meetings: voices from domestic and international students in Taiwan

      Shumin Lin

      • Resumen

      págs. 117-130

      

    • Exploring child bilingual identity in Turkish context: a single case study

      Ferah Şenaydın, Kenan Dikilitas

      • Resumen

      págs. 131-147

      

    • Perspective-taking and language competence as predictors of language accommodation by adolescents from monolingual and bilingual households

      Jessica Gasiorek, Marko Dragojevic, Laszlo Vincze

      • Resumen

      págs. 148-155

      

    • Bilingual physical education: the effects of CLIL on physical activity levels

      Celina Salvador García, Oscar Chiva Bartoll, Carlos Capella Peris

      • Resumen

      págs. 156-165

      

    • Learning French as a foreign language in a globalised world: an empirical critique of the L2 Motivational Self System

      Leigh Oakes, Martin Howard

      • Resumen

      págs. 166-182

      

    • The effect of parental education level on perceptions about CLIL: a study in Andalusia

      Elvira Barrios

      • Resumen

      págs. 183-195

      

    • Exploring the role of self-efficacy beliefs and learner success in English medium instruction

      Gene Thompson, Ikuya Aizawa, Samantha Curle, Heath Rose

      • Resumen

      págs. 196-209

      

    • ESL Written development at home and abroad: taking a closer look at vocabulary

      Victoria Zaytseva Zaytseva, Inmaculada Miralpeix, Carmen Pérez Vidal

      • Resumen

      págs. 210-225

      

    • Language proficiency, reading comprehension and home literacy in bilingual children: the impact of context

      Kathleen Peets, Odilia Yim, Ellen Bialystok

      • Resumen

      págs. 226-240

      

    • Predicting Chinese and English interrogative development in a multilingual context: a corpus-based study of Singapore preschoolers

      Hui Li, Dandan Wu, Luyao Liang, Mengguo Jing

      págs. 241-260

      

    • Perspectives and attitudes towards Welsh-medium study at post-compulsory level among 15–16-year-old students in the South Wales Valleys

      Siôn Llewelyn Jones

      • Resumen

      págs. 261-271

      

    • It takes two to make a thing go write: self-reported Spanish reading and writing skill and relationships with digit span and stroop task performance among Spanish-English bilinguals

      Sara A. Smith, Jessica Briggs Baffoe-Djan

      • Resumen

      págs. 272-286

      

    • Impact of home language reading skills’ on L2 reading comprehension: a study of newcomer emergent bilinguals

      Leigh Garrison-Fletcher, Gita Martohardjono, Martin Chodorow

      • Resumen

      págs. 287-300

      

    • Code-switching by primary school bilingual EFL learners: a study on the effect of proficiency and modality of interaction

      Núria Caballero, María Luz Celaya Villanueva

      • Resumen

      págs. 301-313

      

    • Living in two worlds: exploring US teachers’ perceptions of satellite children’s transnational experiences in China and the United States

      Ming-Hsuan Wu, Sonna Opstad

      • Resumen

      págs. 314-327

      

    • Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context

      Melanie Buser, Giuseppe Melfi

      • Resumen

      págs. 328-341

      

    • Relationships between openness to experience, cognitive flexibility, self-esteem, and creativity among bilingual college students in the U.S.

      Xinjie Chen, Jinbo He, Xitao Fan

      • Resumen

      págs. 342-354

      

    • Ethnic context, education policy, and language assimilation of indigenous peoples in Taiwan

      Jie-Sheng Jan, Arlett Lomeli

      • Resumen

      págs. 355-366

      

  • Book Reviews

    • Current research in bilingualism and bilingual education edited by Piotr Romanowski and Małgorzata Jedynak

      Xiuhua Yuan

      Es reseña de:

      • Current research in bilingualism and bilingual education

        Piotr Romanowski (ed. lit.), Magorzata Jedynak (ed. lit.)

        Cham : Springe, 2018

      págs. 367-370

      

    • Investigating content and language integrated learning Insights from Swedish High Schools edited by Liss Kerstin Sylvén

      Xia Li, Jinfen Xu

      Es reseña de:

      • Investigating content and language integrated learning: insights from Swedish high schools

        Liss Kerstin Sylvén (ed. lit.)

        Bristol : Multilingual Matters, 2019

      págs. 370-373

      

    • Teacher leadership for social change in Bilingual and bicultural education by Deborah K. Palmer

      Grace Jue Yeon Kim

      Es reseña de:

      • Teacher leadership for social change in bilingual and bicultural education

        Deborah K. Palmer

        Bristol : Multilingual Matters, 2018

      págs. 373-376

      

    • The Routledge handbook of sociocultural theory and second language development edited by James P. Lantolf, Matthew E. Poehner, and Merrill Swain

      Jinfen Xu, Shanshan Zhang

      Es reseña de:

      • The Routledge handbook of sociocultural theory and second language development

        James P. Lantolf (ed. lit.), Matthew E. Poehner (ed. lit.), Merrill Swain (ed. lit.)

        New York : Routledge, 2018

      págs. 376-379

      

    • The Multilingual Reality: Living with Languages by A.K. Mohanty

      Anuja Sarda, Usree Bhattacharya

      Es reseña de:

      • The multilingual reality: living with languages

        Ajit K. Mohanty

        Bristol : Multilingual Matters, 2019

      págs. 379-382

      

    • Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents edited by Mila Schwartz

      Wei Tao, Haibo Gu

      Es reseña de:

      • Preschool bilingual education: agency in interactions between children, teachers, and parents

        Mila Schwartz (ed. lit.)

        Cham : Springer, 2018

      págs. 382-384