Citations (39)
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Xuejun Ye. (2023) Code-switching in Chinese junior secondary school EFL classes: functions and student preferences. The Language Learning Journal 51:3, pages 263-278.
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Poorani Vijayakumar, Rasmus Steinkrauss & He Sun. (2023) Entering into the weak version of translanguaging: teachers’ English use in children’s Tamil language classes in Singapore. Journal of Multilingual and Multicultural Development 44:3, pages 230-247.
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Reni Kusumaningputri. (2023) Negotiating voices in English as a lingua franca: Indonesian multilingual identity in English digital interactions. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Judit Serra & Sara Feijoo. (2022) Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado). Journal for the Study of Education and Development 45:2, pages 280-310.
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Núria Caballero & M. Luz Celaya. (2022) Code-switching by primary school bilingual EFL learners: a study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism 25:1, pages 301-313.
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Margaret Funke Omidire. (2022) Improving learners’ comprehension skills in the early years through group discussion. Early Child Development and Care 192:1, pages 159-171.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2021) Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool. International Journal of Bilingual Education and Bilingualism 24:6, pages 868-891.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2021) Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy. International Journal of Bilingual Education and Bilingualism 24:6, pages 785-803.
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Pablo Antonio Archila & Anne-Marie Truscott de Mejía. (2020) Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs. International Journal of Bilingual Education and Bilingualism 23:2, pages 132-152.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2018) Using formative assessment to promote argumentation in a university bilingual science course. International Journal of Science Education 40:13, pages 1669-1695.
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Suzanne García-Mateus & Deborah Palmer. (2017) Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education. Journal of Language, Identity & Education 16:4, pages 245-255.
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