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Literacy within a language affects bilinguals’ spoken language processing: evidence from grammaticality judgments Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-13 Elena Nicoladis, Pui Ting Chan
ABSTRACT Bilinguals can be proficient in oral language without necessarily knowing how to read and write in at least one of their languages. Literacy has been shown to affect language processing in monolinguals. In the present study, we test if literacy affects grammaticality judgments for Cantonese–English bilinguals who varied in Chinese literacy abilities. There are grammatical differences between
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Linguistic consequences of toing and froing: factors that modulate narrative development in bilingual returnee children Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-13 Maki Kubota, Vicky Chondrogianni, Adam Scott Clark, Jason Rothman
ABSTRACT This longitudinal study examined the development of narrative micro- and macrostructure in Japanese-English bilingual returnee children. Returnees are children of immigrant families who move to a foreign country, spending a significant portion of their formative developmental years in the foreign majority language context before returning to their native language environment. The returnees
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Bilingualism and bilingual education: politics, policies and practices in a globalized society Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-13 Gaoxin Li, Jinfen Xu
(2021). Bilingualism and bilingual education: politics, policies and practices in a globalized society. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Researching second language acquisition in the study abroad learning environment Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-12 Zongqiang Li, Honggang Liu
(2021). Researching second language acquisition in the study abroad learning environment. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Translanguaging for emergent bilinguals: inclusive teaching in the linguistically diverse classroom Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-12 Qiuhong Ju, Jie Hu
(2021). Translanguaging for emergent bilinguals: inclusive teaching in the linguistically diverse classroom. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Is bilingualism associated with better working memory capacity? A meta-analysis Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-12 Catherine Monnier, Julie Boiché, Pauline Armandon, Sophie Baudoin, Stéphanie Bellocchi
ABSTRACT Due to their experience of managing two languages, it has been suggested that bilinguals could receive more practice in the domain of working memory (WM) leading to a WM bilingual advantage. Although some studies have shown that bilinguals can outperform monolinguals in WM tasks, the studies investigating WM capacity in bilinguals provide inconsistent findings regarding the existence of a
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The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-09 Josh Prada
ABSTRACT This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate
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Lessons learned from exploring the potential of California's mini-corps tutors as future bilingual teachers Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-08 Margarita Jimenez-Silva, Nadeen Ruiz, Samantha Smith
ABSTRACT Currently, there are 1.3 million English Learners (EL) in California public schools (CDE 2018). The passage of Proposition 58, which presented multilingual education as key to students’ future economic success without every using the word bilingual, lifted the previous restrictions on bilingual education programs and increased the demand for programs and bilingual teachers. Recent studies
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Creating language spaces with bilingual youth to expand conversations about students’ communities and civic experiences Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-04-06 Pablito Ramirez, Ashley Taylor Jaffee
ABSTRACT This qualitative study investigated the ways in which one secondary social studies teacher engaged bilingual youth through translanguaging and citizenship education. We employed a translanguaging framework (García 2014) to document the ways in which a ninth grade bilingual teacher created language spaces with students. This study demonstrates the creative manner in which one social studies
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Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-31 Doris Luft Baker, Betsy D. McCoach, Sharon Ware, Michael D. Coyne, Susan M. Rattan
ABSTRACT The purpose of the current study was to examine the influence of L1 (i.e. Spanish) receptive vocabulary on both expressive and receptive knowledge of target vocabulary words taught through L2 (i.e. English) instruction and intervention. Participants were Bilingual US kindergarten students determined to be at-risk based on English receptive vocabulary. To determine student vocabulary level
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Clitics in language contact Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-29 Antje Muntendam, Pieter Muysken
ABSTRACT This commentary focuses on clitics in Spanish and discusses two recent studies that report on clitics in language contact situations: Mayer and Sánchez (2019) on clitics in bilingual Quechua-Spanish and bilingual Shipibo-Spanish varieties, and Jiménez-Gaspar, Pires, and Guijarro-Fuentes (2020) on clitics in Catalan and Spanish in contact. We briefly discuss the properties of clitics in Spanish
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Multilingualism and translanguaging in Chinese language classrooms Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-23 Huang Zibi
(2021). Multilingualism and translanguaging in Chinese language classrooms. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Towards a multilingual approach in assessing writing: holistic, analytic and cross-linguistic perspectives Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-23 María Orcasitas-Vicandi
ABSTRACT In this article, we compare holistic, analytic and cross-linguistic measures of assessment in writing considering the whole linguistic repertoire of multilingual writers. We explore different ways to look at their three languages by focusing on the relationships between these languages rather than looking at each language in isolation. We analyse 399 compositions – 133 written in each language
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Plurilingual pedagogies: critical and creative endeavors for equitable language in education Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-16 Ningyang Chen
(2021). Plurilingual pedagogies: critical and creative endeavors for equitable language in education. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Complexity perspectives on researching language learner and teacher psychology Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-16 Lisa Marie Brinkmann
(2021). Complexity perspectives on researching language learner and teacher psychology. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Innovation in language teaching and learning: the case of Japan Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-16 Hamzeh Moradi
(2021). Innovation in language teaching and learning: the case of Japan. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Voices of a city market: an ethnography Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-16 Anuja Sarda, Ameya Sawadkar
(2021). Voices of a city market: an ethnography. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Transforming schooling for second language learners: theoretical insights, policies, pedagogies and practices Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-16 Ana Mireya Díaz
(2021). Transforming schooling for second language learners: theoretical insights, policies, pedagogies and practices. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Measuring the multilingual reality: lessons from classrooms in Delhi and Hyderabad Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-16 Amy Lightfoot, Anusha Balasubramanian, Ianthi Tsimpli, Lina Mukhopadhyay, Jeanine Treffers-Daller
ABSTRACT India’s linguistic diversity is reflected in classrooms across the country, where multiple languages are used by teachers and learners to negotiate meaning and instruction – a multilingual, multicultural student body is the norm, whether in urban or rural contexts. This study documents teaching practices in English language and maths lessons in Delhi and Hyderabad, with a specific focus on
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English as a Lingua Franca: the pragmatic perspective Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-03-12 Guohai Liao, Geling Han
(2021). English as a Lingua Franca: the pragmatic perspective. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90:10 dual language schools en comunidades latinas Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-02-24 Juan A. Freire, M. Garrett Delavan, Verónica E. Valdez
ABSTRACT Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation
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Doing SLA research with implications for the classroom: reconciling methodological demands and pedagogical applicability Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-02-11 Jinfen Xu, Shanshan Zhang
(2021). Doing SLA research with implications for the classroom: reconciling methodological demands and pedagogical applicability. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Internationalising learning in higher education: the challenges of English as a medium of instruction Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-02-09 Ali Derakhshan
(2021). Internationalising learning in higher education: the challenges of English as a medium of instruction. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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State of the art: a forty-year reflection on the Spanish language preparation of Spanish-English bilingual-dual language teachers in the U.S. Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-02-03 Michael D. Guerrero
ABSTRACT This state-of-the-art paper is centered on bilingual education teachers’ linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author beginning in the mid 1980s and up to the present. In
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State of the art: a forty-year reflection on the Spanish language preparation of Spanish-English bilingual-dual language teachers in the U.S. Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-02-03 Michael D. Guerrero
ABSTRACT This state-of-the-art paper is centered on bilingual education teachers’ linguistic qualifications with special reference to Spanish competencies needed to meet the needs of emergent bilingual education learners in the U.S. The paper spans over a forty-year period drawing on the experiences and related publications of the principal author beginning in the mid 1980s and up to the present. In
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The emotional rollercoaster of language teaching Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-01-24 Xinfeng Xie
(2021). The emotional rollercoaster of language teaching. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Ciencias bilingües: how dual language teachers cultivate equity in dual language classrooms Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-01-17 Melissa A. Navarro Martell
ABSTRACT The purpose of this study is to document how K-8 critically conscious, dual language, science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This paper is informed by the fourth tenet and research
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Tension and contention in language education for Latinxs in the United States Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-01-17 María Luisa Parra Velasco
(2021). Tension and contention in language education for Latinxs in the United States. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2021-01-06 Jongyeon Ee
ABSTRACT This study concerns integration in a two-way dual language immersion (DLI) context. Specifically, the present study examines parents of students in Korean-English DLI programs with the intent to understand the extent of their satisfaction with their child’s ability to get along with children of different cultures and languages. This study also examines parental views on integration among parents
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At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-12-30 A. Garza Ayala
ABSTRACT As it is a common practice in Dual Language Education (DLE) classrooms throughout the United States, language separation tends to be a planning policy that is usually enforced by curriculum designers, school administrators, and bilingual teachers. However, research has shown that DLE teachers and students have the potential of teaching and learning bilingually in their own terms. Using theoretical
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Attentional abilities of children enrolled in immersion education in French-speaking Belgium Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-12-16 Morgane Simonis, Benoit Galand, Philippe Hiligsmann, Arnaud Szmalec
ABSTRACT There is currently much controversy surrounding the cognitive advantages that are often associated with bilingualism, especially regarding the so-called executive control advantage. Recently, it has been suggested that bilingualism emerging from immersion education may not lead to an advantage in executive control, but rather to an improvement specifically at the level of attentional abilities
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Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-12-13 Pramod K. Sah, Guofang Li
ABSTRACT While other languages can be used in English-medium instruction (EMI) classrooms, little research has been conducted on the alignment of the use of these languages with the objectives of EMI policy and how bi/multilingual practices such as translanguaging respond to the sociopolitics of EMI classrooms. This case study examined both teachers’ and students’ language use in EMI classrooms in
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The similarity of phonological skills underpinning reading ability in shallow and deep orthographies: a bilingual perspective Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-12-08 Victor Martinelli, Bernardette Brincat
ABSTRACT Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities and early reading success is attributed to several interrelated factors. The current study investigated one of these skills, phonological awareness and its relation to six-year-old children’s mastery in reading Maltese and English. The researchers recruited eighty-two bilingual
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Comparing CLIL and non-CLIL learners’ phrasicon in L2 Dutch: the (expected) winner does not take it all Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-12-08 Amélie Bulon, Fanny Meunier
ABSTRACT This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts gathered at two data collection points: at
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Development of the CECER-DLL child and family questionnaire: a new tool for documenting the language and literacy experiences of Latino/a dual language learners Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-12-06 Carol Scheffner Hammer, Lauren M. Cycyk, Shelley E. Scarpino, Karen A. Jury, Brook E. Sawyer
ABSTRACT As the number of dual language learners (DLLs) increases globally, it is critical that well-developed questionnaires are available to researchers and educators that capture the characteristics and language experiences of preschool DLLs and their families. To fill this need, the Center for Early Care and Education Research-Dual Language Learners (CECER-DLL) Child and Family Questionnaire was
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The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-27 María Capdevila-Gutiérrez, Eduardo Muñoz-Muñoz, Fernando Rodríguez-Valls, Jordi Solsona-Puig
ABSTRACT Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current experiences both from the teacher preparation
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Why learning foreign words is hard: evidence of shallower encoding for non-native than native sounding words Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-26 Marta Marecka, Alison McDonald, Gillian Madden, Tim Fosker
ABSTRACT Research suggests that second language words are learned faster when they are similar in phonological structure or accent to the words of an individual’s first language. Many major theories suggest this happens because of differences in frequency of exposure and context between first and second language words. Here, we examine the independent contribution of accent and phonological structure
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Validity of parents’ classifications of bilingual children’s language dominance Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-24 Elena Nicoladis, Anastassija Mimovic
ABSTRACT Bilingual children’s dominance can predict a variety of language and cognitive outcomes. The purpose of this study was to test the validity of parents’ classifications of 3- to 6-year-old bilingual children’s dominance against relative receptive vocabulary scores. In Study 1, the parents’ classifications of Mandarin-English bilingual children’s dominance corresponded to relative vocabulary
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Historical reasoning in an undergraduate CLIL course: students’ progression and the role of language proficiency Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-19 Kristin A. Sendur, Jannet van Drie, Carla van Boxtel, Kees-Jan Kan
ABSTRACT In a study of undergraduate L2 students participating in a Content and Language Integrated Learning historical reasoning course, we examined students’ changing performance on historical reasoning and how this was affected by their English reading and writing proficiency. Students engaged in written historical reasoning when answering a historical question by using sources and heuristics such
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CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-17 José Luis Gómez Ramos, José Luis Palazón Fernández, Juan Lirio Castro, Isabel Mª Gómez-Barreto
ABSTRACT Though concept maps and graphic organisers are useful tools for bilinguals to organise the information being managed and learned, its systematic use is not widened and decisive in CLIL domains. Apart from helping students to acquire meaningful learning, concept mapping might promote in them word-recognition skills for the identification and management of relevant information within foreign
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Literacy unbound: multiliterate, multilingual, multimodal Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-15 Qiaoya Huang, Liping Chen
(2020). Literacy unbound: multiliterate, multilingual, multimodal. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Visualising Multilingual Lives: More Than Words Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-10 Alejandro Jaume-Losa
ABSTRACT This is a book review of Visualising Multilingual Lives: more than words by Paula Kalaja and Sílvia Melo-Pfeifer published by Multilingual Matters in 2019. This groundbreaking volume brings together twelve authors from a variety of geopolitical contexts in several investigations of multimodality methodology.
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Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-10 Minkyung Kim, Scott A. Crossley, Byeong-Kweon Kim
ABSTRACT Being able to read and write in English as a second language (L2) in the globalized world has been increasingly considered important to gain greater personal, academic, and business achievement. This study investigates English (L2) reading and writing abilities in relation to first language (L1) reading and writing abilities, L2 vocabulary knowledge, and L2 educational backgrounds. The L1-L2
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The prevalence of bilingual interaction in peer-learning Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-10 Martin Schastak, Jasmin Decristan, Dominique Rauch, Valentina Reitenbach
ABSTRACT In an era of globalization and global migration multilingualism represents a central educational goal for international political institutions and educational systems. However, except for bilingual schooling programs, institutionalized learning usually takes place monolingually, especially in Europe. Peer-Learning seems to be a promising method for integrating bilingualism in submersion. Pupils
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Mandarin vocabulary growth, teacher qualifications and teacher talk in child heritage language learners Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-03 He Sun, Marjolijn Verspoor
ABSTRACT Teacher talk has been found to significantly affect children’s early language development during shared book reading; however, the mechanism of such influence remains unclear. The current study has zoomed in on vocabulary development in Mandarin as a heritage language (HL) in Singapore kindergartens, 1) exploring the linguistic features (i.e. lexical diversity and syntactic complexity) of
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The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: evidence from a counterfactual analysis in Italy Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-03 Simone Virdia
ABSTRACT This article claims to provide evidence on whether content-subject and cognitive achievement vary in CLIL (Content and Language Integrated Learning) and non-CLIL classrooms in the framework of a newly introduced CLIL programme in Italy. A standardized and validated science test (TIMSS) was administered to a sample 988 fourth-grade students. The sample was divided into three groups: one group
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Adult minority language learning: motivation, identity and target variety Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-02 Sergio Loza, Valeria Ochoa
ABSTRACT This is a book review of Adult Minority Language Learning: Motivation, Identity and Target Variety by Colin J. Flynn, published in 2020 by Multilingual Matters. This monograph centers on the topic of second language acquisition across eight chapters, providing a succinct account of the affective (attitude, motivation, and identity) that shape the learning of Irish. As a minority language,
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Semantic priming and reading skills among Spanish-speaking dual language learners Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-11-02 J. Marc Goodrich, Sergio Leiva
ABSTRACT Substantial research among bilingual adults indicates that exposure to words primes other semantically related words within and across languages, as well as the direct translation equivalents [e.g. Chen and Ng 1989 Chen, H.-C. , and M.-L.Ng . 1989. “Semantic Facilitation and Translation Priming Effects in Chinese-English Bilinguals.” Memory & Cognition 17: 454–462.[Crossref], [PubMed], [Web
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That’s hard! Item difficulty and word characteristics for bilinguals with and without developmental language disorder Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-10-29 Stephanie McMillen, Jissel B. Anaya, Elizabeth D. Peña, Lisa M. Bedore, Elisa Barquin
ABSTRACT Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals—particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic characteristics of words may impact the types of cues
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Translation and translanguaging Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-10-27 Ping Wang, Chen Han
(2020). Translation and translanguaging. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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A journey in languages and cultures: the life of a bicultural bilingual Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-10-23 Meizi Piao
(2020). A journey in languages and cultures: the life of a bicultural bilingual. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Multilingual Sydney Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-10-23 Jinjin Lu
(2020). Multilingual Sydney. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Bilingual Cognition and Language: the state of the science across its subfields Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-10-23 Weihong Lou, Guiying Jiang
(2020). Bilingual Cognition and Language: the state of the science across its subfields. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Andrée Tabouret-Keller (26/8/1929-20/09/2020) Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-10-22
(2020). Andrée Tabouret-Keller (26/8/1929-20/09/2020). International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Correction Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-09-22
(2020). Correction. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Identity and two-way bilingual education: considering student perspectives: introduction to the special issue Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-09-22 Laura Hamman-Ortiz, Deborah Palmer
(2020). Identity and two-way bilingual education: considering student perspectives: introduction to the special issue. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Teacher leadership for social change in bilingual and bicultural education Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-09-17 Betty Alicia Cárdenas
(2020). Teacher leadership for social change in bilingual and bicultural education. International Journal of Bilingual Education and Bilingualism. Ahead of Print.
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Predicting the academic achievement of multilingual students of English through vocabulary testing Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-09-08 Csaba Z. Szabo, Ursula Stickler, Lina Adinolfi
ABSTRACT Previous studies on the academic achievement (AA) of students who pursue education in English-medium instruction settings indicate that standardised international language tests demonstrate low predictive power for study success. Consequently, there seems to be clear value in exploring alternative means of determining influential correlators between language proficiency and academic performance
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Spatial repertoires in the disciplinary communication of international STEM scholars Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-09-07 Bal Krishna Sharma, Suresh Canagarajah
ABSTRACT The overall goal of this special issue is to understand how bi-/multilingual STEM scholars navigate and deploy spatial repertoires for professional communication. The articles present contextualized, empirical cases from various genre contexts: instructional practices, scholarly writing, language proficiency tests, and research group meetings. While all the articles adopt a spatial orientation
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Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history Int. J. Biling. Educ. Biling. (IF 2.168) Pub Date : 2020-09-07 Natalia Evnitskaya, Christiane Dalton-Puffer
ABSTRACT Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by language, this paper addresses one of the critical concerns around CLIL: a possible mismatch between students’ cognitive level and their L2 proficiency. The focus is on acts of classifying, comparing and contrasting facts
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