International journal of bilingual education and bilingualism

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  Año 2022, Vol. 25, Número 4

  • Articles

    • The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary

      Jin Kyoung Hwang, Jeannette Mancilla-Martinez, Israel Flores, Janna Brown McClain

      • Resumen

      págs. 1175-1193

      

    • Addressing unsolved educational problems about linguistically diverse children: perspectives of early childhood educators in South Korea

      Shim Lew, Jayoung Choi

      • Resumen

      págs. 1194-1211

      

    • A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement

      Si Chen, Jing Zhao, Laura De Ruiter, Jing Zhou, Jinzhen Huang

      • Resumen

      págs. 1212-1229

      

    • Using scaffolded text with systematic progression of spelling patterns to promote Hispanic children’s early literacy

      Gail M. Wolf

      • Resumen

      págs. 1230-1242

      

    • Receptive multilingualism and second language acquisition: the language transition process of adopted children

      Alice Fiorentino

      • Resumen

      págs. 1243-1258

      

    • Transitioning from a local language to English as a medium of instruction: Rwandan teachers’ and classroom-based perspectives

      Emmanuel Sibomana

      • Resumen

      págs. 1259-1274

      

    • Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach

      Dmitry A. Leontiev, Mark Antony deBoer

      • Resumen

      págs. 1275-1291

      

    • When homeland remains a distant dream: language attitudes and heritage language maintenance among Rohingya refugees in Saudi Arabia

      Morad Alsahafi

      • Resumen

      págs. 1292-1303

      

    • Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong

      Melanie Williams

      • Resumen

      págs. 1304-1323

      

    • Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation

      Annika Peltoniemi, Mari Bergroth

      • Resumen

      págs. 1324-1335

      

    • Double-voicing and rubber ducks: the dominance of English in the imaginative play of two bilingual sisters

      Cassie Smith-Christmas

      • Resumen

      págs. 1336-1348

      

    • ‘In other schools you can plan it that way’: a raciolinguistic perspective on dual language education

      Nelson Flores, Lauren McAuliffe

      • Resumen

      págs. 1349-1362

      

    • Japanese L2 learners’ translanguaging practice in written peer feedback

      Sugene Kim, Chih Hao-Chang

      • Resumen

      págs. 1363-1376

      

    • Adjunct instruction in higher education: examining the effects on English foreign language proficiency

      Helena Roquet Pugès, Alexandra Vraciu, Florentina Nicolás Conesa, Carmen Pérez Vidal

      • Resumen

      págs. 1377-1398

      

    • An innovative ‘simultaneous’ bilingual approach in Senegal: promoting interlinguistic transfer while contributing to policy change

      Carol Benson

      • Resumen

      págs. 1399-1416

      

    • ‘Nabewa nabedayo!’: Foreign faculty members’ perceived need to learn the students’ L1

      Sugene Kim

      • Resumen

      págs. 1417-1432

      

    • L1 use in peer interaction: exploring time and proficiency pairing effects in primary school EFL

      Alexandra Vraciu, Elisabet Pladevall Ballester

      • Resumen

      págs. 1433-1450

      

    • Talking together: how language documentation and teaching practice support oral language development in bilingual education programs

      Samantha Disbray, Carmel O'Shannessy, Gretel MacDonald, Barbara Martin

      • Resumen

      págs. 1451-1466

      

    • ‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class

      Gisèle Martínez

      • Resumen

      págs. 1467-1483

      

    • A characterization of language development in heritage speakers

      Nadja Ruhl, Darya Polkina, Elena Gorobets, Martina Ozbič, Andrea Marini

      • Resumen

      págs. 1484-1500

      

    • The influence of Hakka language immersion programs on children’s preference of Hakka language and cross-language

      Ya-Ling Chen, Tien-Lung Tsai

      • Resumen

      págs. 1501-1515

      

    • Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms

      Juan A. Freire, Erika Feinauer

      • Resumen

      págs. 1516-1529

      

    • Is top-down CLIL justified?: A grounded theory exploration of secondary school Science teachers’ experiences

      Laura Karabassova

      • Resumen

      págs. 1530-1545

      

    • Towards more multilingual practices in the mathematics assessment of young refugee students: effects of testing language and validity of parental assessment

      Zahraa Attar, Elma Blom, Emmanuelle Le Pichon

      • Resumen

      págs. 1546-1561

      

  • Book Reviews

    • ROAD-MAPPING English medium education in the internationalised university by E. Dafouz and U. Smit

      María del Mar Sánchez Pérez

      Es reseña de:

      • ROAD-MAPPING English medium education in the internationalised university

        E. Dafouz, U. Smit

        Cham : Palgrave Macmillan, 2020

      págs. 1562-1564

      

    • Second language processing: an introduction by Nan Jiang

      Mohammad Hadi Mahmoodi, Moslem Yousefi

      Es reseña de:

      • Second language processing: an introduction

        Nan Jiang

        New York : Routledge, 2018

      págs. 1564-1567