https://orcid.org/0000-0003-2275-5407
Citations (9)
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Fauzan, Rina Wahyu Setyaningrum & Suparto. (2023) Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing. Cogent Education 10:1.
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Nihad Bunar & Päivi Juvonen. (2022) ‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program. Journal of Education Policy 37:6, pages 986-1008.
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Mariana Lima Becker, Chris K. Chang-Bacon & Gabrielle Oliveira. (2022) Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program. International Journal of Bilingual Education and Bilingualism 25:8, pages 3068-3083.
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Andrea Scibetta & Valentina Carbonara. (2020) Unveiling discourses on interculturality and identity construction in primary schools in Italy: a study based on translanguaging pedagogy. Journal of Multicultural Discourses 15:4, pages 422-435.
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Articles from other publishers (5)
Jacopo Torregrossa, Sonja Eisenbeiß & Christiane Bongartz. (2022) Boosting Bilingual Metalinguistic Awareness Under Dual Language Activation: Some Implications for Bilingual Education. Language Learning 73:3, pages 683-722.
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Valerio Ferrero. 2023. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
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Lianjiang Jiang, Michelle Mingyue Gu & Fan Fang. (2022) Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review 0:0.
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Valentina Carbonara. (2022) Multilingual education in an Italian public preschool: teachers and families among mobility processes and inclusive practices. Multilingua 41:3, pages 321-340.
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Irene Caloi & Jacopo Torregrossa. (2021) Home and School Language Practices and Their Effects on Heritage Language Acquisition: A View from Heritage Italians in Germany. Languages 6:1, pages 50.
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