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International Journal of Bilingual Education and Bilingualism Volume 22, 2019 - Issue 1: L1 use in Content-based and CLIL settings
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Articles

‘Time for una pregunta’: understanding Spanish use and interlocutor response among young English learners in cross-age peer interactions while reading and discussing text

Melinda Martin-BeltránDepartment of Teaching & Learning, Policy & Leadership, University of Maryland, College Park, MD, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-4735-7563View further author information
ORCID Icon,
Angélica Montoya-ÁvilaDepartment of Teaching & Learning, Policy & Leadership, University of Maryland, College Park, MD, USAView further author information
,
Andrés A. GarcíaDepartment of Teaching & Learning, Policy & Leadership, University of Maryland, College Park, MD, USAView further author information
,
Megan Madigan PeercyDepartment of Teaching & Learning, Policy & Leadership, University of Maryland, College Park, MD, USAView further author information
&
Rebecca SilvermanStanford Graduate School of Education, Stanford, CA, USAView further author information
Pages 17-34 | Received 02 Aug 2018, Accepted 08 Aug 2018, Published online: 04 Sep 2018

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Read on this site (3)

Jui-Teng Li, Genesis D. Arizmendi & H. Lee Swanson. (2022) The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English. International Journal of Bilingual Education and Bilingualism 25:10, pages 3614-3630.
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Melanie Jones Gast, James S. Chisholm & Yohimar Sivira-Gonzalez. (2022) Racialization of ’ESL students’ in a diverse school and multilingual Latina/o peer mentors. Race Ethnicity and Education 0:0, pages 1-21.
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Alexandra Vraciu & Elisabet Pladevall-Ballester. (2022) L1 use in peer interaction: exploring time and proficiency pairing effects in primary school EFL. International Journal of Bilingual Education and Bilingualism 25:4, pages 1433-1450.
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Articles from other publishers (3)

H. Lee Swanson, Jennifer Kong, Jui‐Teng Li & Stefania D. Petcu. (2022) The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study. Learning Disabilities Research & Practice 37:4, pages 242-261.
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Rebecca D. Silverman, Melinda Martin‐Beltrán, Megan M. Peercy & Karen S. Taylor. (2021) Revisiting Reading Buddies to Support Multilingual Learners and Their Peers. The Reading Teacher 75:3, pages 279-289.
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Shannon Mary Daniel, Minjung Ryu, Mavreen Rose S. Tuvilla & Casey Elizabeth Wright. 2021. Translanguaging in Science Education. Translanguaging in Science Education 99 118 .

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