Articles in English

All Items

• Review: Balboni, Paolo E. (2018). A theoretical framework for language education and teaching. Cambridge Scholars Publishing.

  Sergio Pizziconi

  116-119

• Assessing functional adequacy across tasks: A comparison of learners’ and native speakers’ written texts

  Elena Nuzzo, Giuseppe Bove

  9-27

• Motivating self and others through a whole-school storytelling project: Authentic language & literacy development

  Julie Waddington

  124-144

• Learning French sound/spelling links in English primary school classrooms

  Alison Porter

  78-107

• "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

• 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

• 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

• 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

• 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

• 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