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What's Hot

(文献数据最近更新时间:2018-02-01;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:MULTILINGUALISM (频次:43)
  • Hiratsuka, T. (2014). A study into how high school students learn using narrative frames. ELT Journal, 68(2), 169-178.
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  • Murata, K. (2014). English as a lingua franca in the international university: The politics of academic English language policy. ELT Journal, 68(2), 205-207.
    [ 详情 摘要 关键词 收藏 ]
  • Bialystok, E., Peets, K. F. & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177-191.
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  • Pang, J. & Chen, F. (Review of: Doiz, A., Lasagabaster, D. & Sierra, J. M.). (2014). English-medium instruction at universities. Applied Linguistics, 35, 227-230.
    [ 详情 摘要 关键词 收藏 ]
  • Rothman, J. & Treffers-Daller, J. (2014). A prolegomenon to the construct of the native speaker: Heritage speaker bilinguals are natives too!. Applied Linguistics, 35, 93-98.
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  • Sandhu, P. (2014). The interactional and narrative construction of normative and resistant discourses about Hindi and English. Applied Linguistics, 35, 29-47.
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  • Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63(Suppl. 1), 1-24.
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  • Kirkpatrick, A. (2011). Research into language education at The Research Centre for Language Education and Acquisition in Multilingual Societies (RCLEAMS) at the Hong Kong Institute of Education, China. Language Teaching, 44(3), 394-398.
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  • Barac, R., & Bialystok, E. (2011). Cognitive development of bilingual children. Language Teaching, 44(1), 36-54.
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  • Mori, Y., & Mori, J. (2011). Review of recent research (2000-2010) on learning and instruction with specific reference to L2 Japanese. Language Teaching, 44(4), 447-484.
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  • Hirata-Edds, T. (2011). Influence of second language cherokee immersion on children's development of past tense in their first language, English. Language Learning, 61, 700-733.
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  • Yigitoglu, N. (2011). Building genre knowledge. English for Specific Purposes, 30, 73-75.
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  • Marshall, S., & Laghzaoui, G. (2012). Languages, identities and Francophonie among university students in French immersion in Vancouver, Canada. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(2), 216-233.
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  • Marshall, S., Hayashi, H., & Yeung, P. (2012). Negotiating the multi in multilingualism and multiliteracies: Undergraduate students in vancouver, Canada. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(1), 28-53.
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  • Noyau, C. (2011). The curriculum differences-evaluation certification in bilingual primary schools in southern countries: Consequences in terms of the acquisition of bilingualism. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 301-322.
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  • Roy, S., & Galiev, A. (2011). Discourses on bilingualism in Canadian French immersion programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 351-376.
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  • Tirvassen, R. (2011). Curriculum and language needs in the area of multilingual education. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 287-300.
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  • Ballinger, S., & Lyster, R. (2011). Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289-306.
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  • Dixon, L. Q. (2011). The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore. Applied Psycholinguistics, 32(1), 141-168.
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  • Foote, R. (2011). Integrated knowledge of agreement in early and late English-Spanish bilinguals. Applied Psycholinguistics, 32(1), 187-220.
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