Articoli in inglese

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• Politeness strategies in complaints in Italian: A study on IFL learners and Italian native speakers

  Eleonora Marocchini

  75-96

• 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

• Implementing concept-based instruction in the heritage language classroom: A pedagogical proposal

  Próspero N. García

  1-19

• Humor, language, and pedagogy: An introduction to this special issue

  Salvatore Attardo

  1-2

• Is this a joke? Metalinguistic reflections on verbal jokes during the school years

  Karina Hess Zimmermann

  3-21

• The risks and rewards of teaching with humour in Western Sydney: Adapting pedagogy to complex demographics

  Adrian Hale

  22-41

• Review: Chiaro, Delia and Baccolini, Raffaella (Eds.) (2014). Gender and humor: Interdisciplinary and international perspectives. New York, New York: Routledge.

  Salvatore Attardo

  63-64

• Humor in the teaching of writing: A microethnographic approach

  Christian F. Hempelmann

  42-55

• Review: Attardo, Salvatore (Ed.) (2014). Encyclopedia of humor studies. (Vols. 1-2). Thousand Oaks, California: SAGE Publications.

  Giovannantonio Forabosco

  56-59

• Review: Bell, Nancy. (2015). We are not amused: Failed humor in interaction. Berlin, Germany/Boston: De Gruyter Mouton.

  John Banas

  60-62

• Learning English bare singulars: Data in the L2 classroom

  Laurel Smith Stvan, Suganthi John

  1-22

• Review: Farrell, Thomas S. C. (2015). Reflective language teaching: From research to practice. London, New York: Bloomsbury.

  Laura Ferrarotti

  86-90

• “Spanglish”: Bringing the academic debate into the classroom. Towards critical pedagogy in Spanish heritage instruction

  Lina M. Reznicek-Parrado

  50-66

• Understanding the inheritors: The perception of beginning level students toward their Spanish as a Heritage Language program

  Damián Vergara Wilson, Carlos Enrique Ibarra

  85-101

• Review: Silva-Corvalán, Carmen. (2014). Bilingual language acquisition: Spanish and English in the first six years. New York, New York: Cambridge University Press.

  Carmen Ruiz-Sánchez

  102-105

• Review: Austin, Jennifer, Blume, María, & Sánchez, Liliana (2015). Bilingualism in the Spanish-speaking world: Linguistic and cognitive perspectives. Cambridge, United Kingdom: Cambridge University Press.

  Maria I. Fionda

  106-109

• Review: Beaudrie, Sara, Ducar, Cynthia, & Potowski, Kim (2014). Heritage language teaching: Research and practice. New York, New York: McGraw Hill.

  Florencia G. Henshaw

  110-113

• Understanding the Spanish heritage language speaker/learner

  Diego Pascual y Cabo, Josh DeLaRosa-Prada

  1-10

• Heritage and L2 processing of person and number features: Evidence from Spanish subject-verb agreement

  Estrella Rodríguez, Lara Reglero

  11-30

• Spanish heritage language learners vs. L2 learners: What CAF reveals about written proficiency

  Pablo Camus, Sergio Adrada-Rafael

  31-49

• Review: Friginal Eric & Hardy, Jack A. (2014). Corpus-based sociolinguistics: A guide for students. New York and London: Routledge

  Pierfranca Forchini

  110-111

• Moving forward: Revisiting the Spanish for High Beginners course

  Flavia Belpoliti

  1-19

• Communication as a strategic resource to promote Italian Institutes of Culture

  Graziano Serragiotto, Giuseppe Maugeri

  55-69

• The relationship between Iranian university EFL students’ multiple intelligences and their use of language learning strategies: An exploratory study

  Zainab Abolfazli Khonbi, Mohammad Mohammdi

  70-83