Artículos en inglés

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• Optimal and appropriate input in a second language: The potential of (modified-)elaborated input in distance and classroom learning

  Ilaria Borro, Silvia Scolaro

  53-69

• Review: Trentin, G. (2020). Didattica con e nella rete. Dall’emergenza all’uso ordinario. Franco Angeli.

  Valentina Ornaghi

  215-219

• The switch to remote instruction in Spanish heritage language courses: Why social presence matters

  Angélica Amezcua, Anel Brandl, Evelyn Durán Urrea, Estrella Rodríguez

  185-214

• Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration

  Francesca La Russa, Elena Nuzzo

  87–104

• Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanetee (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters.

  Irene Soriano Flórez

  82-86

• Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning

  Emilia Petrocelli

  20-52

• Review: Kagan, Olga, Carreira, Maria M., & Hitchins Chik, Claire (Eds.). (2017). The Routledge handbook of heritage language education: From innovation to program building. Taylor & Francis.

  Simay Birce Er

  87-92

• Lipstick on pigs: Critical discourse and image analysis of non-humans in U.S. children’s ESL textbooks

  Amy Burden

  53-75

• Pedagogical implications of teaching codes of ethics at tertiary level: An Italian case study

  Cinzia Giglioni, Ellen Patat

  51-69

• Six years of E-JournALL: Reflections on open access, international, multilingual applied linguistics publishing

  Laura Di Ferrante, Katie A. Bernstein

  1-8

• 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

• Review: Belpoliti, Flavia & Bermejo, Encarna (2020). Spanish heritage learners’ emerging literacy: Empirical research and classroom practice. Routledge.

  Sendy Monarrez Rhone

  120-123

• 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

• 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, Mirjam Günther-van der Meij

  24-43