Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1294142
Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs*
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1231166
Bilingual and ESL classrooms: teaching in multicultural contexts
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1585747
Differences in use without deficiencies in competence: passives in the Turkish and German of Turkish heritage speakers in Germany
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1324403
Teacher agency within the Finnish CLIL context: tensions and resources
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1286292
Heteroglossic practices in a multilingual science classroom
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1267695
A longitudinal study on the gradual cognate facilitation effect in bilingual children’s Frisian receptive vocabulary
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1254152
Impact of early second-language acquisition on the development of first language and verbal short-term and working memory
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1238865
The more similar the better? Factors in learning cognates, false cognates and non-cognate words
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1325834
Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1246515
The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1294557
Protecting language or promoting dis-citizenship? A poststructural policy analysis of the Shanghainese Heritage Project
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2018.1451482
The integration of content and language in students’ task answer production in the bilingual classroom
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1267694
Translanguaging in a Chinese–English bilingual education programme: a university-classroom ethnography
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2018.1526254
Expression and perception of emotions by Polish–English bilinguals I love you vs. Kocham Cię
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1270893
Exploring the role of self-efficacy beliefs and learner success in English medium instruction
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1651819
Reported parent-teacher dialogues on child language learning: voicing agency in interview narratives
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1313192
Speaking an Aboriginal language and school outcomes for Canadian First Nations children living off reserve
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1281216
Educators’ beliefs about appropriate pedagogical models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1259291
Is early immersion effective for Aboriginal language acquisition? A case study from an Anishinaabemowin kindergarten
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1281217
Individual agency in language acquisition planning for multi-dialectism: A Shanghai story
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2018.1530725
The bi-personal bilingual: a study of the perceived feeling of a changed self
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2016.1248373
Speaking educación in Spanish: linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2018.1510894
Lexical sophistication across languages: a preliminary study of undergraduate writing in Arabic (L1) and English (L2)
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1326456
Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1671308
Language attitudes towards Spanish and Catalan in autochthonous and immigrant families in Catalonia: analysing the correlation between student attitudes and their parents’⃰
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1312276
Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1707769
Learning French as a foreign language in a globalised world: an empirical critique of the L2 Motivational Self System
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1642847
English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1689917
Lexical crosslinguistic influence in Basque-Spanish bilinguals’ English (L3) writing
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1701979
The effect of parental education level on perceptions about CLIL: a study in Andalusia
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1646702
Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1707768
A study of literacy acquisition in English as a foreign language amongst native Hebrew and Arabic speaking pupils
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1581126
Students’ reasons for community language schooling: links to a heritage or capital for the future?
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1688248
The advantages of jointly considering first and second language vocabulary skills among emergent bilingual children
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1624685
Resemiotisation from page to stage: translanguaging and the trajectory of a musilingual youth’s poem
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1600470
Predicting Chinese and English interrogative development in a multilingual context: a corpus-based study of Singapore preschoolers
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1662368
Exploring bilingual learners’ desires in English-medium studies: evidence from a Thai private bilingual school
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1631750
Bilingual physical education: the effects of CLIL on physical activity levels
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1639131
Language proficiency, reading comprehension and home literacy in bilingual children: the impact of context
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1677551
Invisible experiences, muted voices, and the language socialization of Québec, migrant-background students
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1699898
Impact of home language reading skills’ on L2 reading comprehension: a study of newcomer emergent bilinguals
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1671307
Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents: edited by Mila Schwartz, Cham, Springer, 2018,xvi + 365 pp., US$139.00 (paperback), ISBN 978-3-319-77227-1
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1679712
The development of English proficiency and working memory in 5–6 year old ELLs in their first year of formal education
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1571009
Teachers’ screening accuracy and language achievement for Roma students at risk for developmental disabilities: a Greek study
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1593944
Dilemmas in teaching heritage language learners: the voice of an L2 Spanish teacher candidate
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1592106
Revitalization of indigenous languages and cultures: critical review of preschool bilingual educational policies in Chile (2007–2016)
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2018.1563584
Pride, shame, and guilt: socio-emotional aspects of the encounter between the Bedouin and Fellahi dialects
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2018.1549533
Code-switching by primary school bilingual EFL learners: a study on the effect of proficiency and modality of interaction
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2019.1671309
Language transmission opportunities created through video recording in the family: a microanalysis
来源期刊：International Journal of Bilingual Education and BilingualismDOI：10.1080/13670050.2017.1311835
