Citations (26)
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Read on this site (7)
Oihana Leonet & Eider Saragueta. (2023) The case of a pedagogical translanguaging intervention in a trilingual primary school: the students’ voice. International Journal of Multilingualism 0:0, pages 1-19.
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Nina Woll, Pierre-Luc Paquet & Isabelle Wouters. (2022) Language as a vehicle or as a resource? Exploring the nature of metalinguistic reflection in plurilingual consciousness-raising tasks. Journal of Multilingual and Multicultural Development 0:0, pages 1-20.
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Jasone Cenoz, Oihana Leonet & Durk Gorter. (2022) Developing cognate awareness through pedagogical translanguaging. International Journal of Bilingual Education and Bilingualism 25:8, pages 2759-2773.
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Carles Fuster. (2022) Lexical transfer as a resource in pedagogical translanguaging. International Journal of Multilingualism 0:0, pages 1-21.
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Philippa Bell, Véronique Fortier & Isabelle Gauvin. (2020) Using L1 knowledge about language during L2 error correction: do students make cross-linguistic connections?. Language Awareness 29:2, pages 95-113.
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Oihana Leonet, Jasone Cenoz & Durk Gorter. (2020) Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition. Language Awareness 29:1, pages 41-59.
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Pamela Gunning, Joanna White & Christine Busque. (2016) Raising learners' awareness through L1–L2 teacher collaboration. Language Awareness 25:1-2, pages 72-88.
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Articles from other publishers (19)
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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Tikky S. P. Chan, Elizabeth K. Y. Loh & Cathy O. Y. Hung. (2021) A longitudinal study of Chinese as a second language kindergarteners’ orthographic awareness and its association with their lexical learning performance. Current Psychology 42:6, pages 4543-4554.
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NINA SPADA & PATSY M. LIGHTBOWN. (2022) In it Together: Teachers, Researchers, and Classroom SLA. The Modern Language Journal 106:3, pages 635-650.
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Jasone Cenoz & Durk Gorter. (2022) Pedagogical Translanguaging and Its Application to Language Classes. RELC Journal 53:2, pages 342-354.
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David Allen. (2022) The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English. Language Teaching Research, pages 136216882211084.
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Jing Huang. (2021) Relationships between EFL learners' background, motivational, instructional, ICT‐related characteristics, and writing performance: Evidence from 13 educational systems. Psychology in the Schools 59:3, pages 495-514.
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Carles Fuster & Hannah Neuser. (2021) The role of morphological similarity in lexical activation and unintentional transfer. International Journal of Bilingualism 25:6, pages 1597-1615.
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Kathleen Hipfner-Boucher, Adrian Pasquarella, Sonal Prasad & Xi Chen. (2021) The Development of Cognate Awareness in Child Second/Third Language Learners of French in French Immersion: The Effects of Orthographic Overlap and Cognate Status. Journal of Speech, Language, and Hearing Research 64:11, pages 4390-4402.
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Nina Selina Hicks. (2021) Exploring systematic orthographic crosslinguistic similarities to enhance foreign language vocabulary learning. Language Teaching Research, pages 136216882110473.
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Sunny Man Chu Lau, Marie-Claude Brosseau, Elisabeth Maegerlein, Michèle LeRisbé & Melissa Blandford. (2020) Supporting Immigrant Students’ Academic and Social Integration: ESL and French College Teachers’ Collaboration in Promoting Cross-Linguistic Teaching of Language and Strategies. The Canadian Modern Language Review 76:4, pages 293-312.
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Agnieszka Otwinowska, Małgorzata Foryś‐Nogala, Weronika Kobosko & Jakub Szewczyk. (2020) Learning Orthographic Cognates and Non‐Cognates in the Classroom: Does Awareness of Cross‐Linguistic Similarity Matter?. Language Learning 70:3, pages 685-731.
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Nina Woll. (2020) Towards crosslinguistic pedagogy: Demystifying pre-service teachers’ beliefs regarding the target-language-only rule. System 92, pages 102275.
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Tom Cobb & Marlise Horst. (2019) Bringing Home the Word. The Canadian Modern Language Review 75:4, pages 285-298.
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KEVIN MCMANUS & EMMA MARSDEN. (2019) Using Explicit Instruction About L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence From Oral Production in L2 French. The Modern Language Journal 103:2, pages 459-480.
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Véronique Fortier, Philippa Bell, Valérie Perron & Isabelle Gauvin. (2019) Réflexions métalinguistiques et correction d’erreurs en anglais langue seconde : étude des types de réflexions et relation avec l’exactitude des corrections. The Canadian Modern Language Review 75:1, pages 3-22.
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Olga Mireya Garcia Cortés & Susan Parks. (2019) Teachers’ Perceptions and Use of Code-Switching in Core ESL Classes in Quebec Elementary Schools. The Canadian Modern Language Review 75:1, pages 23-39.
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Justyna Leśniewska, François Pichette & Sébastien Béland. (2018) First Language Test Bias? Comparing French-Speaking and Polish-Speaking Participants’ Performance on the Peabody Picture Vocabulary Test. The Canadian Modern Language Review 74:1, pages 27-52.
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Kevin McManus & Emma Marsden. (2016) L1 EXPLICIT INSTRUCTION CAN IMPROVE L2 ONLINE AND OFFLINE PERFORMANCE. Studies in Second Language Acquisition 39:3, pages 459-492.
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Jim Cummins. (2014) Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education 2:1, pages 3-22.
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