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Supporting social strengths amid emerging bilingualism: effects of Word Generation on social perspective taking in English learners’ writing Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-03-12 Lisa B. Hsin, Emily Phillips Galloway, Catherine E. Snow
Bilinguals often outperform monolinguals at apprehending the perspectives of others—an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English...
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Integrating translanguaging into formative assessment: experiences from a Chinese immersion context Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-03-09 Chiu-Yin (Cathy) Wong
While existing literature highlights the need to integrate translanguaging into assessments, its classroom application remains understudied. Adopting a participatory research approach, this study i...
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Translanguaging practices in infant rooms: case studies of Chinese-Australian bilingual infant-educator interactions Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-03-01 Zhijun Zheng, Sheila Degotardi, Emilia Djonov
Many bilingual infants attend early childhood education centres (ECEC) with their monolingual peers. However, recent evidence reveals that bilingual infants vocalise significantly less than monolin...
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The development of executive function among monolingual English-speaking and dual language learning children in early childhood settings Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-28 Linghui Chu, Gail E. Joseph
The study sought to understand the general trajectory of children’s executive function, as well as whether there was heterogeneity among monolingual English-speaking and dual language learning chil...
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Assessing the relationship between L1 knowledge and fluid intelligence in second language acquisition: the case of immigrant students in Catalonia Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-28 Fernando Senar, Judit Janés, Elisabet Serrat, Ángel Huguet
The linguistic interdependence hypothesis posits the existence of language features common to different languages. This set of characteristics, known as Common Underlying Proficiency (CUP), is a po...
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The suitability of Irish immersion education for children with special educational needs Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-26 Sinéad Nic Aindriú, Pádraig Ó Duibhir, Joe Travers
Additive bilingualism has long been reported as a benefit of immersion education. Nevertheless, the suitability of this form of education and bilingualism for children with special educational need...
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How lexical quality predicts L2 reading comprehension in early bilingual education Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-23 Hedi Kwakkel, Mienke Droop, Ludo Verhoeven, Eliane Segers
This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 3...
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Exploring the role of executive functions in Chinese-English bilinguals’ emotional word comprehension during language switching Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-21 Jiao Zhang, Lin Fan, Jia Liu
Switching between languages requires the participation of executive functions (EFs) which comprise both the ‘hot’ affective aspects (hot EFs) and the ‘cool’ cognitive aspects (cool EFs). However, t...
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Correction Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-14
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Why should we care about multilingualism, gender, and sexuality? Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-15 Tommaso M. Milani, Holly R. Cashman
In this introductory essay, we lay some theoretical ground to the special issue on Queering Multilingualism. We outline what we mean by ‘queering’, and why it is necessary in relation to multilingu...
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Complex sentence production in bilingual and monolingual children Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-12 Elena Nicoladis, Amanda Luo, George Vouronikos
Bilingual children often lag behind monolinguals on standardized measures of language acquisition, such as vocabulary tests. This bilingual lag could be related bilinguals’ lesser experience with t...
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Coming out, heteronormativity, and possibilities of intercultural learning in a Google Hangouts telecollaboration Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-12 Yuka Akiyama, Lourdes Ortega
This study offers an account of the coming out by Amy, a 20-year-old student of Japanese in Boston who has ‘been out to most’ as a cisgender lesbian woman, to Yoko, a 19-year-old student of English...
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Development of self-regulation of bilingual children and the role of teacher-child interactions Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-09 Carolina Melo, Robert Pianta, Jamie DeCoster, Pelusa Orellana
Bilingualism has been systematically associated with better self-regulatory skills (), however, this advantage does not seem to automatically transfer for most dual language learners. This suggests...
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‘Somos bilingües’: translanguaging socialization of DLBE teachers during the COVID-19 pandemic Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-06 Grace Jue Yeon Kim
After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this r...
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Daily and ethnic discriminatory experiences and cognitive control in Mexican-origin bilingual language brokers Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-06 Su Yeong Kim, Jinjin Yan, Wen Wen, Jiaxiu Song, Shanting Chen, Minyu Zhang, Belem G. Lopez, Maria M. Arredondo, Marci E. J. Gleason, Ka I. Ip
Few studies have considered bilingualism’s impact on cognitive development within the sociolinguistic and cultural context of the immigrant communities where bilingualism is commonly practiced. In ...
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Some bilingual couples speak lingua francas: personal pronoun indexicality in the light of positioning theory Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-02-02 Agnieszka Stępkowska
The paper focuses on the communication of three bilingual couples, each speaking a different lingua franca (LF). Positioning theory offers a methodological framework to explain language choice in i...
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Theorizing checkpoints of desire: multilingualism, sexuality and (in)securitization in Israel/Palestine Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-01-30 Tommaso M. Milani, Erez Levon
In this article, we explore how people in conflict-affected societies use language to navigate the affective constraints that political conflicts impose. Specifically, we consider the role of multi...
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Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-01-30 Ashley R. Moore, James Coda, Julia Donnelly Spiegelman, Melisa Cahnmann-Taylor
Cisgender and heterosexual norms permeate every level of language classrooms, from textbooks to classroom discourse to teachers’ actions, constraining queer/trans learners’ ability to be themselves...
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Toward trans multilingualisms: student attitudes toward and experiences with trans linguacultures in French Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-01-30 Kris Aric Knisely
There is increasing recognition of the imperative of gender justice in language education. Despite this momentum, reflected as it is in ongoing calls to resist cisheteronormativity and in a growing...
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Queering the norm, norming the queer: remaking Man through linguistic citizenship Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-01-25 Simangele Mashazi, Marcelyn Oostendorp
This article centres multilingualism in relation to gender, sexuality, culture, and race, presenting the narrative of one participant, Samson, who self-identifies as a black, queer, man and refers ...
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The reflective positioning of Japanese EFL students in the negotiation of their own emergent bilingual identities Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-01-23 Blake Turnbull
Although the emergent bilingual status of foreign language (FL) students is often overlooked, that is not to say that students do not, on some level of consciousness, experience changes in their id...
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Two-way immersion promotes additional language learning: performance of bilingual sixth-grade students in English as a third language Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-01-23 Sandra Preusler, Johanna Fleckenstein, Steffen Zitzmann, Jürgen Baumert, Jens Möller
Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguist...
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Effective bilingual education in Francophone West Africa: constraints and possibilities Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2024-01-09 Mary-Claire Ball, Jasodhara Bhattacharya, Hui Zhao, Hermann Akpé, Stephanie Brogno, Kaja K. Jasińska
Bilingual education that incorporates a local language alongside the official language has become an increasingly common approach in sub-Saharan Africa for improving literacy rates and learning out...
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The role of L1 self-efficacy in L2 reading comprehension: an exploration of L1–L2 cross-linguistic transfer Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-12-08 Yaping Liu, Choo Mui Cheong, Rex Hung Wai Ng, Shek Kam Tse
Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e...
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Exploring attitudes towards French, English, and code-switching in Manitoba (Canada) Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-08-18 Maria Rodrigo-Tamarit, Verónica Loureiro-Rodríguez
ABSTRACT This study contributes to the understanding of attitudes towards monolingual and code-switched varieties by examining the perceptions of 95 bilinguals towards Manitoban French, Canadian English and code-switching in Manitoba, a Canadian province where French is a minority language with official federal status. By means of a matched-guise test, we explore French-English bilinguals’ social evaluations
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Welsh–English bilingual adolescents’ performance on verbal analogy and verbal classification tasks: the role of language exposure and use on vocabulary knowledge Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Hanna L. Binks, Enlli Môn Thomas
ABSTRACT Numerous studies suggest that bilinguals demonstrate smaller vocabularies than monolinguals, and that bilinguals’ breadth of vocabulary knowledge – both expressive and receptive – is linked to input frequencies in each language [e.g. Hoff, E., S. Welsh, S. Place, and K. Ribot. 2014. “Properties of Dual Language Input That Shape Bilingual Development and Properties of Environments That Shape
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Bilingual program effectiveness: an evaluation of meta-analytic methods and findings Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Ke Yu
ABSTRACT Research syntheses that evaluate bilingual program effectiveness have grown exponentially since the 1980s. Contradictory to earlier anti-bilingual findings, these research syntheses, including statistical meta-analyses, have converged on findings supporting L1 teaching. This study examines the methodological soundness of eight statistical meta-analyses to provide methodology validation to
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Decoloniality, Language, and Literacy: Conversations with Teacher Educators Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-25 Ayah Issa
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 10, 2023)
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Teacher Education for inclusive bilingual contexts: collective reflection to support emergent bilinguals with and without disabilities Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Haoda Feng, Gang Zeng
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 9, 2023)
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Exploring language in global contexts Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-24 Vincentius Mauk, Anita Fatimatul Laeli, Ermawati Zulikhatin Nuroh, Yepi Sedya Purwananti
Published in International Journal of Bilingual Education and Bilingualism (Vol. 27, No. 2, 2024)
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Academic achievement in bilingual and immersion education: TransAcquisition pedagogy and curriculum design Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-21 Xiaoming Tian
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 10, 2023)
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Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners (2nd edition) Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-21 Yashira Valentin-Rosas
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 10, 2023)
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The mysteries of bilingualism: unresolved issues Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-21 Yumi Tanaka, Christopher L. Starling
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 9, 2023)
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Pedagogical translanguaging: Theoretical, methodological and empirical perspectives (Vol. 132) Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-20 Jessica McConnell, Zhongfeng Tian
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 8, 2023)
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Multilingual adolescents: tension, negotiation, and agency Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-20 Wiktoria Kozlowska
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 8, 2023)
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Decoloniality, language and literacy. Conversation with teacher educators Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-20 Tania Ferronato
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 8, 2023)
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The effects of plurilingualism and pluriculturalism on divergent thinking: testing the moderating role of personality traits Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-12 Anatoliy V. Kharkhurin, Valeriya Koncha, Morteza Charkhabi
ABSTRACT This study continued an in-depth investigation of the Plurilingual Creativity paradigm. It examined how Big Five personality traits moderated the relationship between plurilingualism/pluriculturalism and creativity. Data collection included assessments of plurilingual experience (measured by the abridged version of the Multilingual and Multicultural Experience Questionnaire), multicultural
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A teacher’s facilitation of Mexican immigrant students’ border crossings in a dual-language classroom Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-11 María G. Lang, Georgia Earnest García
ABSTRACT This ethnographic study utilized border theory to examine how a bilingual Latinx teacher created equitable instruction for Mexican immigrant second-graders in a 50–50 dual-language (DL) classroom in the U.S. Midwest. Approximately half the students in the DL classroom came from Spanish-speaking, working-class homes, and half from English-speaking, middle-class homes. The teacher reduced linguistic
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How do children go through a heteroglossic path to becoming bilingual? Comparison of Korean children’s translanguaging performance in first and third grade classrooms Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-07-06 Chaehyun Lee
ABSTRACT This qualitative study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language (HL) classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents that the bilingual students engaged in translanguaging
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Linguistic interactions at nursery school and language acquisition of toddlers from low-income bilingual immigrant families and monolingual families Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-06-19 Elena Florit, Chiara Barachetti, Marinella Majorano, Manuela Lavelli
ABSTRACT Toddlers from low-income and language-minority immigrant families are at risk for language difficulties due to early disparities in the quality of their home language environment. The present longitudinal study extends previous research by investigating nursery teachers’ communicative modalities and functions, and their relations with the conversational responsiveness and vocabulary of 42
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Code-switching is metaphor, translanguaging is metonymy: a transdisciplinary view of bilingualism and its role in education Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-06-09 Steve Daniel Przymus
ABSTRACT How we talk about bilingualism has an effect on how others think about bilingual individuals, and in turn, how active bilingual learners/users of English (ABLE) students are assessed and taught in schools. I use a transdisciplinary approach of bridging social semiotics, applied linguistics, psycholinguistics, and cognitive linguistics to explain how code-switching is metaphor, an external
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Spelling-sound consistency influences second-language age of acquisition effect: evidence for the arbitrary mapping hypothesis Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-06-08 Jue Wang, Xin Jiang, Baoguo Chen
ABSTRACT The age at which people acquire a word influences word recognition, known as the age of acquisition (AoA) effect. In the first language (L1), AoA effects are widely found in various languages and experimental tasks. Arbitrary Mapping Hypothesis proposes that AoA effects reflect the loss of network plasticity during the learning of mappings between input and output representations. It predicts
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Uncovering monolingual ideologies embedded in South Korean multicultural education Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-06-04 Eun-Young Jang
ABSTRACT Despite an increasing number of children from culturally and linguistically diverse backgrounds living in South Korea, their languages have not received sufficient attention in Korean schools and society. This article aims to identify the language ideologies operating in Korea by examining the ways languages are situated in multicultural research and practices. To present the background of
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Spatial repertoires and virtual communicative effectiveness: bilingual international students’ use of polysemiotic explicitness strategies to preempt and resolve English as a lingua franca miscommunication Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-25 Shuyuan Liu
ABSTRACT This study reports bilingual international students’ communicative strategies to preempt and resolve English as a lingua franca (ELF) miscommunication in an English-medium virtual learning program offered by an international university in times of the global pandemic. Drawing upon 18 hours of Zoom recordings and supplementary ethnographic data, this study follows a spatial orientation [Canagarajah
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Aiming high in heritage language education: the case of de jure policy for complementary Polish State Schools abroad Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-22 Dorota Lubińska
Informed by the conceptual-analytical framework of LPP and bilingual education policy, this study addresses a unique and under-researched case of heritage language education policy for complementar...
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Bilingual workers in a monolingual state: bilingualism as a non-skill Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-18 Jinhyun Cho
This article examines the institutional and market treatment of the profession of interpreting in the English-monolingual context of Australia. Based on qualitative interview methods with 67 health...
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The partially overlapping nature of inhibitory control and preparatory control during language and task switching Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-18 Bingyi Liu, Keke Yu, John W. Schwieter, Peiling Sun, Ruiming Wang
The relationship between language switching and task switching has been well studied in bilingualism literature. This study employs novel experiments involving magnitude-parity switching and transp...
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Translanguaging for a hopeful future Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-15 Wayne E. Wright
Published in International Journal of Bilingual Education and Bilingualism (Vol. 26, No. 8, 2023)
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Translanguaging: a pedagogy of heteroglossic hope Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-13 Sabrina F. Sembiante, Zhongfeng Tian
ABSTRACT Translanguaging research has documented language practices within the multilingual, multimodal turn and the post-multilingualism era. Space still remains for inquiry into translanguaging practices that respect and align with students’ multilingual affordances across languages. How might these practices counteract monoglossic pressures in classrooms and their appearance in/through teacher-student
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Task effects and the yes-bias in heritage language bilingualism Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-09 Francesco Romano, Pedro Guijarro-Fuentes
This study investigated three key issues in heritage language (HL) research. Previous research shows HL speakers have an advantage on oral production tasks compared to L2 speakers who instead perfo...
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Are there developmental patterns in emergent bilingual children’s English letter-name knowledge? Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-05-04 Somin Park, Shayne B. Piasta
The purpose of this study was to explore five developmental patterns of English letter-name knowledge for emergent bilingual children. We considered five patterns demonstrated by English monolingua...
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Homogenization through inclusion: exploring language regimes at four multilingual schools in the Czech Republic Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-03-30 Miroslav Janík, Marie-Antoinette Goldberger
Linguistic diversity at Czech schools has increased in the last decade, and it has become a new everyday reality. Nevertheless, there is still a lack of studies investigating lived experiences with...
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The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-02-19 Sharolyn D. Pollard-Durodola, Jorge E. Gonzalez, Laura Saenz, Heather S. Davis
This study was part of a larger three-year investigation of the effectiveness of a small-group, content-focused (science, social studies) preschool shared book reading vocabulary intervention imple...
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Maintaining a minor language or a heritage language? A case study of maintaining Chinese with preteenagers in Australian interlingual families Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-02-09 Hui Huang, Wanyu Liao
Drawing on the concept of family language policy (FLP), this paper reports on how four Chinese–English interlingual families maintain the minority language of Chinese with their preteenager childre...
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Teaching indigenous languages in early childhood: the case of the indigenous language educator in Chile Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-02-09 Rukmini Becerra-Lubies, Catalina Fernández, Laura Luna, Dayna Moya
This article critically examines bilingual, intercultural education policies and practices in the context of the implementation of these policies in early childhood education. Specifically, it seek...
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What do pupils learn from bilingual interventions of civic education in foreign language classes? Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-02-06 Thomas Waldvogel
What do pupils learn from bilingual interventions of civic education? This paper addresses this question by analyzing survey responses of 301 pupils who participated in a bilingual role-play about ...
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Shifting language orientations: impact of state-mandated assessments on dual language educators’ language ideologies Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-01-30 GoMee Park
As educators can open and close implementational and ideological spaces for bilingualism, they are language policy agents. Concurrently, their language ideologies are also informed and shaped by do...
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Decolonizing research findings in multilingual education: using multilingual (re)sources to develop a database for international research Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-01-27 Kevin M. Wong, Erina Iwasaki, Carol Benson, Dak Lhagyal
Based on our impression of a tremendous increase in research in L1-based multilingual education (MLE) worldwide in recent years, our small team of multilingual, multicultural researchers began a st...
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Bilingual children’s vocabulary skills at 5 years predict reading comprehension development within, not across, languages Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-01-18 David Giguere, Erika Hoff
Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary an...
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A replication study to assess CLIL effects on second language learning in Germany: more than selection and preparation effects? Int. J. Biling. Educ. Biling. (IF 3.165) Pub Date : 2023-01-13 Maja Feddermann, Jürgen Baumert, Jens Möller
The effects of Content and Language Integrated Learning (CLIL) on students’ foreign language skill development have been overestimated by previous studies, as most studies needed to have considered...