International journal of bilingual education and bilingualism

• 

  Año 2024, Vol. 27, Número 1

  • Articles

    • Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors

      Alexandra Affranti, Valentina Tobia, Stéphanie Bellocchi, Paola Bonifacci

      • Resumen

      págs. 1-18

      

    • Comprehension skills of Chinese-English dual language learners: relations across languages and associations with language richness at home

      Lulu Song, Li Sheng, Rufan Luo

      • Resumen

      págs. 19-37

      

    • ‘What language does grandma speak?’: an understanding of dual language teacher candidates’ language ideologies in elementary placements

      Patricia Ferreyra, Patricia Venegas-Weber

      • Resumen

      págs. 38-51

      

    • Anti-racist translingualism: investigating race in translingual scholarship in US Writing and rhetoric studies over the past decade

      Qianqian Zhang-Wu, Cherice Escobar Jones

      • Resumen

      págs. 52-65

      

    • Examining the effects of teacher collaboration on student learning in a CLIL classroom

      Xiaochen Rui, Xiaochu Li, Yuxia Li, Yuen Yi Lo

      • Resumen

      págs. 66-82

      

    • Morphological and cognate awareness in L2 Japanese word learning: evidence from Chinese-speaking learners

      Haomin Zhang, Jie Sun, Yuting Han, Song Yin

      • Resumen

      págs. 83-97

      

    • Expression of formality in writing: English-dominant speakers’ and English learners’ knowledge, preferences, and other-language influence

      Ivan Lasan

      • Resumen

      págs. 98-112

      

    • Textart, identity and the creative process: a case study with Arabic heritage language learners

      Fatima Khaled, Jim Anderson

      • Resumen

      págs. 113-130

      

    • Varieties of Chinese as heritage languages: a research synthesis

      Yizhe Jiang, Francis J. Troyan

      • Resumen

      págs. 131-143

      

    • Lexical ability in L2 Chinese reading comprehension: path analysis comparing higher- and lower-proficiency learners

      Tianxu Chen, Dongbo Zhang

      • Resumen

      págs. 144-158