Citations (60)
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Elaine C. Allard, Ruby V. Schlaker & Katherine Phillips Mergott. (2023) Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions. Language and Education 37:5, pages 557-572.
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Alexander De Soete & Stef Slembrouck. (2023) The EMI content lecturer as a street-level bureaucrat: discretionary actions and coping mechanisms in micro-level language policy-as-produced. Journal of Multilingual and Multicultural Development 0:0, pages 1-20.
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Thi Thu Thuy Luong, Dinh Nguyen Trang Thu, Mary-Rose Puttick & Carolyn Blackburn. (2023) Reimagining the language of disability and inclusion in primary teacher education through a translanguaging framework. PRACTICE 0:0, pages 1-19.
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Fiona Willans. (2022) The scramble for EMI: lessons from postcolonial ‘old EMI’ universities. Teaching in Higher Education 27:4, pages 546-557.
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Michele Schweisfurth, Matthew A. M. Thomas & Amy Smail. (2022) Revisiting comparative pedagogy: methodologies, themes and research communities since 2000. Compare: A Journal of Comparative and International Education 52:4, pages 560-580.
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Sue Goossens. (2022) Embracing multilingualism, experiencing old tensions. Promoting and problematising language at a self-declared multilingual school. Journal of Multilingual and Multicultural Development 43:4, pages 309-322.
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Afaf al-Bataineh & Kay Gallagher. (2021) Attitudes towards translanguaging: how future teachers perceive the meshing of Arabic and English in children’s storybooks. International Journal of Bilingual Education and Bilingualism 24:3, pages 386-400.
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Elaine C. Allard, Sarah Apt & Isabel Sacks. (2019) Language Policy and Practice in Almost-Bilingual Classrooms. International Multilingual Research Journal 13:2, pages 73-87.
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Roda Madziva & Juliet Thondhlana. (2017) Provision of quality education in the context of Syrian refugee children in the UK: opportunities and challenges. Compare: A Journal of Comparative and International Education 47:6, pages 942-961.
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Elaine C. Allard. (2017) Re-examining teacher translanguaging: An ecological perspective. Bilingual Research Journal 40:2, pages 116-130.
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Åsa Palviainen, Ekaterina Protassova, Karita Mård-Miettinen & Mila Schwartz. (2016) Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism 19:6, pages 614-630.
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Xolisa Guzula, Carolyn McKinney & Robyn Tyler. (2016) Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces. Southern African Linguistics and Applied Language Studies 34:3, pages 211-226.
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Mileidis Gort & Sabrina Francesca Sembiante. (2015) Navigating Hybridized Language Learning Spaces Through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse. International Multilingual Research Journal 9:1, pages 7-25.
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Margaret Early & Bonny Norton. (2014) Revisiting English as medium of instruction in rural African classrooms. Journal of Multilingual and Multicultural Development 35:7, pages 674-691.
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Mingyue Gu. (2014) From opposition to transcendence: the language practices and ideologies of students in a multilingual university. International Journal of Bilingual Education and Bilingualism 17:3, pages 310-329.
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Marie Therese Farrugia. (2013) Moving from informal to formal mathematical language in Maltese classrooms. International Journal of Bilingual Education and Bilingualism 16:5, pages 570-588.
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Jo Arthur Shoba. (2013) Afterword: building the multilingual classroom research agenda. Language and Education 27:4, pages 374-381.
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Mileidis Gort & RyanW. Pontier. (2013) Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education 27:3, pages 223-245.
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Marianne Turner. (2013) Beyond the ‘good teacher’: guiding pre-service teacher reflections on culturally diverse students. Teachers and Teaching 19:1, pages 78-92.
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Frank Hardman, Jim Ackers, Niki Abrishamian & Margo O’Sullivan. (2011) Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda. Compare: A Journal of Comparative and International Education 41:5, pages 669-683.
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Angela Cincotta‐Segi. (2011) Talking in, talking around and talking about the L2: three literacy teaching responses to L2 medium of instruction in the Lao PDR. Compare: A Journal of Comparative and International Education 41:2, pages 195-209.
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John Clegg & Oksana Afitska. (2011) Teaching and learning in two languages in African classrooms. Comparative Education 47:1, pages 61-77.
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Angela
Rose Cincotta-Segi. (2011) Signalling L2 centrality, maintaining L1 dominance: teacher language choice in an ethnic minority primary classroom in the Lao PDR. Language and Education 25:1, pages 19-31.
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Mooznah Auleear Owodally. (2010) From home to school: bridging the language gap in Mauritian preschools. Language, Culture and Curriculum 23:1, pages 15-33.
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Frank Hardman, Jan Abd‐Kadir, Catherine Agg, James Migwi, Jacinta Ndambuku & Fay Smith. (2009) Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training. Comparative Education 45:1, pages 65-86.
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Peter Martin. (2008) Educational Discourses and Literacy in Brunei Darussalam. International Journal of Bilingual Education and Bilingualism 11:2, pages 206-224.
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Evelyn Bosma, Arthur Bakker, Linda Zenger & Elma Blom. (2022) Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences. European Journal of Psychology of Education 38:1, pages 225-247.
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