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EuroAmerican Journal of Applied Linguistics and Languages
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75 Items
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"To be able to understand each other": Intercultural interactions in the Arabic–Hebrew-speaking preschool in Israel
Ludmila Krivosh, Mila Schwartz
39-58
Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning
Francesca Costa, Elisabet Pladevall-Ballester
1-10
Language use in the primary classroom: Maltese teachers’ views on multilingual practices
Michelle Panzavecchia, Sabine Little
108-123
The use of previously known languages and target language (English) during task-based interaction: A pseudolongitudinal study of primary-school CLIL learners
María Martínez-Adrián
59-77
Motivating self and others through a whole-school storytelling project: Authentic language & literacy development
Julie Waddington
124-144
Six memos for teaching Italian as a foreign language: Creativity, storytelling, and visual imagination in the language classroom
Elena Emma Sottilotta, Danila Cannamela
37-55
The effects of an experimental approach to writing instruction on monolingual and multilingual pupils in Italian primary schools
Gabriele Pallotti, Claudia Borghetti
1-20
Review: Shively, Rachel (2018). Learning and using conversational humor in a second language during study abroad. Berlin, Germany: de Gruyter.
Susana de los Heros
74-77
Building literacies in secondary school history: The specific contribution of academic writing support
Ruth Breeze, Pilar Gerns Jiménez-Villarejo
21-36
Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland
Aline S. Bieri
91-109
A holistic model for multilingualism in education
Joana Duarte, Mirjam Günther-van der Meij
24-43
Translation in the language classroom: Multilingualism, diversity, collaboration
Gioia Panzarella, Caterina Sinibaldi
62-75
The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education
Josh Prada, Blake Turnbull
8-23
Pockets of hope: Cases of linguistic flexibility in the classroom
Leah Durán, Kathryn I. Henderson
76-90
“Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution
Sandra I. Musanti, Alyssa G. Cavazos
44-61
Introduction to the special issue: On the transgressive nature of translanguaging pedagogies
Josh Prada, Tarja Nikula
1-7
Review: Gramling, David (2016). The invention of monolingualism. New York, New York: Bloomsbury Academic.
Chris K. Bacon
88-92
¡Ya pué[h]! Perception of coda-/s/ weakening among L2 and heritage speakers in coastal Ecuador
Chelsea Escalante
1-26
Impact of the usage of Vietnamese consonant-vowel (CV) structure on the intelligibility of Vietnamese speakers of English
Tien Ngoc Dung Dang
27-45
Review: Chini, Marina (a cura di). (2015). Il parlato in (italiano) L2:aspetti pragmatici e prosodici. [(Italian) L2 spoken discourse: Prosodic and pragmatic aspects]. Milano, Italia: Franco Angeli.
Jacopo Torregrossa
140-145
Politeness norms: A pilot study on the accomplishment of apologies by learners of Italian
Talia Walker
28-48
Politeness strategies in complaints in Italian: A study on IFL learners and Italian native speakers
Eleonora Marocchini
75-96
Implementing concept-based instruction in the heritage language classroom: A pedagogical proposal
Próspero N. García
1-19
Review: Chiaro, Delia and Baccolini, Raffaella (Eds.) (2014). Gender and humor: Interdisciplinary and international perspectives. New York, New York: Routledge.
Salvatore Attardo
63-64
Is this a joke? Metalinguistic reflections on verbal jokes during the school years
Karina Hess Zimmermann
3-21
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