Articoli in inglese

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• Focusing on derivational-driven cognate patterns to promote vocabulary acquisition in Spanish

  Jamile Forcelini, Doo Young Kim

  18-35

• Parents’ multilingual storytelling in the school setting: exploring influence on family language practices

  Chiara Facciani

  1-17

• “We all contributed to tell stories to the best of our abilities”: Cooperative digital storytelling to promote students’ positive interdependence in an online course of Italian as a foreign language

  Ilaria Compagnoni, Graziano Serragiotto

  36-62

• English for Academic Purposes (EAP): new frontiers in learning to write in English

  Laura Pinnavaia, Annalisa Zanola

  1-8

• Review: Zanola, Annalisa (2023). La lingua inglese per la comunicazione scientifica e professionale. Carocci

  Carlotta Fiammenghi

  113-116

• From learner corpus to data-driven learning (DDL) in EAP writing. Improving lexical usage in academic writing

  Sharon Hartle

  9-31

• Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduates students in Nigeria

  Tolulope Akinseye

  44-61

• Writing with “Academic Style”: theoretical considerations and preliminary findings on the new frontiers of EAP

  Roxanne Barbara Doerr

  78-94

• Writing in English in Italy – from ‘compositions’ to ‘academic writing’

  Andrea Nava

  32-43

• EALP textbooks and the challenges of legal English education

  Giulia Adriana Pennisi

  62-77

• The use of travel narratives to foster intercultural sensitivity and language awareness in the EAP classroom: the case of A House in Sicily by Daphne Phelps and its Italian translation Una Casa in Sicilia.

  Annalisa Bonomo, Simona Agata Giuffrida

  95-112

• Weaving game and task into content-language integration: Proposing a game-mediated dual learning model

  Yuchan (Blanche) Gao

  1-20

• A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)

  Inés Vañó García

  21-38

• Review: Friedrich, Patricia (Ed.) (2023).The anti-racism linguist, a book of readings. Multilingual Matters.

  Emilia Gracia

  63-68

• English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts

  Silvia Sperti

  17-39

• Review: Collins, Luke C. (2019). Corpus linguistics for online communication: A guide for research. Routledge.

  Yuhua Fang, Rundong Zhao

  51-54

• The effect of multilingual pedagogies on language aptitude: A study on lower secondary school students based on the LLAMA test

  Valentina Carbonara

  1-16

• Medical communication and advocacy through eye-tracking AAC: Implications for applied linguistics

  Usree Bhattacharya, Wisnu A. Pradana, Xing Wei, Daniel Tarquinio, Olivia Datta, Kaleigh Anderson, Nicole Cruz-Díaz

  71-90

• Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish

  Margaryta Bondarenko, Brianna Butera, Rajiv Rao

  28-51

• Teaching Italian as a second language through digital storytelling: Students’ perceptions towards izi.TRAVEL

  Camilla Spaliviero

  91-121

• Review: Trubnikova, Victoriya, & Garofolin, Benedetta. (2020). Lingua e interazione. Insegnare la pragmatica a scuola [Language and interaction. Teaching pragmatics at school]. Edizioni ETS.

  Sara Gesuato

  140-144

• Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students

  Gabriela C. Zapata, María Irene Moyna, Michael Miller

  122-139

• Investigating the performance of emailed apologies by Australian learners of Italian

  Talia Walker

  1–27

• Distance learning and the development of speaking skills: Challenges and opportunities

  Alessandra Fazio, Claudia Cremasco

  70-86

• 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