International journal of bilingual education and bilingualism

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  Año 2022, Vol. 25, Número 10

  • Articles

    • Impact of emergency eLearning in a multilingual context with a minority language: how has the absence of school affected the use of Basque, English, and Spanish in the Basque context?

      Nahia Idoiaga Mondragón, Maria Orcasitas Vicandi, Gorka Román Etxebarrieta

      • Resumen

      págs. 3533-3550

      

    • The additive effect of metalinguistic awareness in third or additional language acquisition

      Francesca D’Angelo, Antonella Sorace

      • Resumen

      págs. 3551-3567

      

    • Chinese students’ engagement with linguistic landscapes during a summer school in Scotland

      Andy Hancock

      • Resumen

      págs. 3568-3579

      

    • ‘Localizing English in town’: a linguistic landscape project for a Critical Linguistics Education on multilingualism

      Maria Sabaté Dalmau

      • Resumen

      págs. 3580-3596

      

    • Undoing inequalities: inclusive and transformative language practices in rural Argentinian Patagonia

      Melina Porto, Gabriela Tavella, Carina Fernández

      • Resumen

      págs. 3597-3613

      

    • The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English

      Jui-Teng Li, Genesis D. Arizmendi, H. Lee Swanson

      • Resumen

      págs. 3614-3630

      

    • ‘I see you': Indigenous language study in a bilingual teacher education program

      Theresa Catalano, Hector Palala Martinez, Dan Moran

      • Resumen

      págs. 3631-3643

      

    • Visual silence in the language portrait: analysing young people’s representations of their linguistic repertoires

      Sarah Müller

      • Resumen

      págs. 3644-3658

      

    • Perceptions of linguistic parity on social media: a qualitative comparison between primary Cymraeg and English-medium secondary school pupils

      Richard Jones, Irene Reppa, Phil Reed

      • Resumen

      págs. 3659-3672

      

    • Vocabulary learning in a novel language: is language similarity helpful in bilingual children?

      Katy Borodkin, Rachel Orgal, Naomi Martzini

      • Resumen

      págs. 3673-3684

      

    • The pertinence and feasibility of implementing a plurilingual approach in Quebec, Canada: the beliefs of pre-service ESL teachers

      Zeina Maatouk, Caroline Payant

      • Resumen

      págs. 3685-3697

      

    • Parafoveal orthographic processing in bilingual reading

      Fengjiao Cong, Baoguo Chen

      • Resumen

      págs. 3698-3710

      

    • Negation processing in Chinese–English bilinguals: insights from the Stroop paradigm and an orientation task

      Haoruo Zhang, Yi Wang, Norbert Vanek

      • Resumen

      págs. 3711-3728

      

    • Vocabulary and reading speed in the majority language are affected by maternal language proficiency and language exposure at home: a study of language minority bilingual children in Italy

      Valentina Persici, Marinella Majorano, Tamara Bastianello, Erika Hoff

      • Resumen

      págs. 3729-3744

      

    • Translanguaging and product-oriented drama: an integrated pedagogical approach for language learning and literacy development

      Madeleine Campbell, Alexandra Tigan

      • Resumen

      págs. 3745-3757

      

    • ‘Du er verdens beste pappa’: affect in parent–child multilingual interactions

      Rafael Lomeu Gomes

      • Resumen

      págs. 3758-3772

      

    • The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study

      Ye Shen, Rui Wang, Fan Zhang, Christina Areizaga Barbieri, Adrian Pasquarella

      • Resumen

      págs. 3773-3790

      

    • Identifying the assets of emergent bilingual middle school students’ writing: opportunities to validate students’ linguistic repertoires and identities

      Margarita Gómez, Mark A. Lewis

      • Resumen

      págs. 3791-3803

      

    • Family language planning strategies among Australian families of Arabic-speaking background

      Areej Yousef

      • Resumen

      págs. 3804-3815

      

    • Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes

      Yuen Yi Lo, Constant Leung

      • Resumen

      págs. 3816-3834

      

    • Language beyond flags: teachers misunderstanding of translanguaging in preschools

      Gabrijela Aleksić, Ofelia García

      • Resumen

      págs. 3835-3848

      

    • Bilingual development in the receptive and expressive domains: they differ

      David Giguere, Erika Hoff

      • Resumen

      págs. 3849-3858

      

    • The development of the cognate advantage from elementary to middle school years in French-English bilinguals attending a dual language program in France

      Erin Quirk, Cathy Cohen

      • Resumen

      págs. 3859-3874

      

    • Spaces of dissonance in dual language: teacher sense-making of a new biliteracy strategy

      Ana Solano-Campos, Meg Burns

      • Resumen

      págs. 3875-3887

      

    • Spanish language proficiency in dual language and English as a second language models: the impact of model, time, teacher, and student on Spanish language development

      Trish Morita-Mullaney, Jennifer Renn, Ming Ming Chiu

      • Resumen

      págs. 3888-3906

      

    • Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals

      Rebecca A. Marks, Xin Sun, Eva McAlister López, Nia Nickerson, Isabel Hernandez, Valeria Caruso, Teresa Satterfield, Ioulia Kovelman

      • Resumen

      págs. 3907-3923

      

  • Book Review

    • English-medium instruction translanguaging practices in Asia: theories, frameworks and implementation in higher education edited by Wenli Tsou and Will Baker

      Kerry Pusey

      Es reseña de:

      • English-medium instruction translanguaging practices in Asia: theories, frameworks and implementation in higher education

        Wenli Tsou (ed. lit.), Will Baker (ed. lit.)

        Singapore : Springer, 2021

      págs. 3924-3927