International journal of bilingual education and bilingualism

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  Año 2022, Vol. 25, Número 8

  • Articles

    • Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University

      Wanyu Amy Ou, Michelle Mingyue Gu

      • Resumen

      págs. 2741-2758

      

    • Developing cognate awareness through pedagogical translanguaging

      Miren Jasone Cenoz Iragui, Oihana Leonet Sieso, Durk Gorter

      • Resumen

      págs. 2759-2773

      

    • When immigrant and regional minority languages coexist: linguistic authority and integration in multilingual linguistic acculturation

      Isabel Sáenz Hernández, Cecilio Lapresta Rey, Cristina Petreñas, Adelina Ianos

      • Resumen

      págs. 2774-2787

      

    • Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study

      Shifang Tang, Fuhui Tong, Rafael Lara-Alecio, Beverly J. Irby

      • Resumen

      págs. 2788-2804

      

    • Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university

      Rui Zhang, Brian Hok-Shing Chan

      • Resumen

      págs. 2805-2816

      

    • Emotionality ratings and electrodermal responses to university-related expressions in a native and a non-native language

      Norbert Vanek, Artem Tovalovich

      • Resumen

      págs. 2817-2833

      

    • Language skills in Greek-English bilingual children attending Greek supplementary schools in England

      Athanasia Papastergiou, Eirini Sanoudaki

      • Resumen

      págs. 2834-2852

      

    • Conceptual metaphors, plurilingualism and second language acquisition: a refugee education case study

      Chrysi Epsimari, Anna Mouti

      • Resumen

      págs. 2853-2865

      

    • L2 and L3 motivational systems and their interactions: a study of Tibetan-Chinese-English trilingual learners

      Ming Li, Lubei Zhang, Linda Tsung

      • Resumen

      págs. 2866-2885

      

    • Bilingual language use is context dependent: using the Language and Social Background Questionnaire to assess language experiences and test-rest reliability

      Aaron Mann, Angela de Bruin

      • Resumen

      págs. 2886-2901

      

    • ‘I would rather say fighting ㅋㅋ’: discursive analysis of Korean-English language exchange students’ text messages

      Hakyoon Lee, Gyewon Jang

      • Resumen

      págs. 2902-2917

      

    • Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers

      Phuong Anh Pham, Aylin Unaldi

      • Resumen

      págs. 2918-2932

      

    • Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study

      Dandan Wu, Liman Cai, Luyao Liang, Hui Li

      • Resumen

      págs. 2933-2948

      

    • ‘Things should be explained so that the students understand them’: adolescent immigrant students’ perspectives on learning the language of schooling in Finland

      Raisa Harju-Autti, Marita Mäkinen, Kaisu Rättyä

      • Resumen

      págs. 2949-2961

      

    • Is supporting the needs of emergent bilingual learners in mainstream classes a cultural or linguistic issue?: How do policy, curricula, and secondary teacher education programmes in Australia and New Zealand compare?

      Margaret Gleeson

      • Resumen

      págs. 2962-2975

      

    • Working memory and multilingualism: balanced language proficiency predicts verbal working memory

      Gabriel Espi-Sanchis, Kate Cockcroft

      • Resumen

      págs. 2976-2990

      

    • The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers

      Michael Hornsby, Nicole Dołowy-Rybińska, Joanna Chojnicka, Jeanne Toutous

      • Resumen

      págs. 2991-3004

      

    • Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting

      Adrián Granados, Antonio Lorenzo-Espejo, Francisco Lorenzo Bergillos

      • Resumen

      págs. 3005-3021

      

    • The extent and predictors of linguistically responsive teaching in Southwest China

      Qian Liu, Fatma Zehra Colak, Orhan Agirdag

      • Resumen

      págs. 3022-3036

      

    • Teaching responsive to play and linguistic diversity in early childhood education: considerations on theoretical grounds

      Anne Kultti

      • Resumen

      págs. 3037-3045

      

    • Language activation in dual language schools: the development of subject-verb agreement in the English and Spanish of heritage speaker children

      Michele Goldin

      • Resumen

      págs. 3046-3067

      

    • Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program

      Mariana Lima Becker, Chris K. Bacon, Gabrielle Oliveira

      • Resumen

      págs. 3068-3083

      

    • Second language reading and self-efficacy in bilingual and musical instruction.: A study of reading ability

      Francisco Javier Ávila López, Alberto Roberto Espejo Mohedano

      • Resumen

      págs. 3084-3097

      

    • Students attending monolingual, bilingual, or trilingual schools at secondary level: does it influence their academic performance in a university bilingual Biology module?

      Pablo Antonio Archila, Giovanna Danies, Anne-Marie de Mejía, Silvia Restrepo, Jorge Molina

      • Resumen

      págs. 3098-3111

      

  • Book Reviews

    • Theorizing and analyzing language teacher agency. Multilingual Matters

      Gang Zhou, Keyuan Shi

      Es reseña de:

      • Theorizing and analyzing language teacher agency

        Hayriye Kayi-Aydar (ed. lit.), Xuesong (Andy) Gao (ed. lit.), Elizabeth R. Miller (ed. lit.), Manka Varghese (ed. lit.), Gergana Vitanova (ed. lit.)

        Bristol : Multilingual Matters, 2019

      págs. 3112-3114

      

    • Qualitative Research Topics in Language Teacher Education edited by Gary Barkhuizen

      Wei Tao, Hui Huang

      Es reseña de:

      • Qualitative research topics in language teacher education

        Gary Barkhuizen (ed. lit.)

        New York : Routledge, 2019

      págs. 3115-3117

      

    • Superdiversity and teacher education: supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities edited by Guofang Li, Jim Anderson, Jan Hare, and Marianne McTavish

      Jinjin Lu, Mingxia He

      Es reseña de:

      • Superdiversity and teacher education: supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities

        Guofang Li (ed. lit.), Jim Anderson (ed. lit.), Jan Hare (ed. lit.), Marianne McTavish (ed. lit.)

        New York : Routledge, 2021

      págs. 3117-3120

      

    • Bilingual development in childhood (elements in child development) by Annick De Houwer

      Zhijun Zheng

      Es reseña de:

      • Bilingual development in childhood

        Annick De Houwer

        Cambridge : Cambridge University Press, 2021

      págs. 3120-3123

      

    • Research on teaching and learning English in under-resourced contexts: edited by Kathleen M. Bailey and Donna Christian

      Xin Li

      Es reseña de:

      • Research on teaching and learning English in under-resourced contexts

        Kathleen M. Bailey (ed. lit.), Donna Christian (ed. lit.)

        New York : Routledge, 2021

      págs. 3123-3126

      

    • Silencing Shanghai: language and identity in urban China by Fang Xu

      Junyi Gu, Qi Shen

      Es reseña de:

      • Silencing Shanghai: language and identity in urban China

        Fang Xu

        Lanham : Lexington Books, 2021

      págs. 3126-3129