References
- Bimmel, P.E., Van den Bergh, H., & Oostdam, R.J. (2001). Effects of strategy training on reading comprehension in first and foreign language. European Journal of Psychology of Education, 16, 509–529.
- Burley, S., & Pomphrey, C. (2002). Intercomprehension: A move towards a new type of language teacher. Language Learning Journal, 25, 46–51.
- Burley, S., & Pomphrey, C. (2003). Intercomprehension in language teacher education: A dialogue between English and modern languages. Language Awareness, 12, 247–255.
- Chamot, A.U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
- Cohen, A.D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice (pp. 29–45). Oxford: Oxford University Press.
- Cook, V. (Ed.). (2003). The effects of the second language on the first. Clevedon: Multilingual Matters.
- Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 221–240.
- Erler, L., & Finkbeiner, C. (2007). A review of reading strategies: Focus on the impact of first language. In A. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 187–206). Oxford: Oxford University Press.
- Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
- Gu, P.Y., Hu, G., & Zhang, L.J. (2005). Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education, 19, 281–303.
- Gunning, P., & Oxford, R.L. (2014). Children's learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. System, 43, 82–100.
- Harris, V. (2008). A cross-curricular approach to ‘learning to learn’ languages: Government policy and school practice. The Curriculum Journal, 19, 255–268.
- Horst, M., White, J., & Bell, P. (2010). First and second language knowledge in the language classroom. International Journal of Bilingualism, 14, 331–349.
- Lee, K.R., & Oxford, R.L. (2008). Understanding EFL learners' strategy use and strategy awareness. Asian EFL Journal, 10, 7–32.
- Lyster, R. (2012). Teacher collaboration for dual language awareness. Plenary talk given at the 11th international conference of the Association for Language Awareness, Montreal, Quebec.
- Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18, 366–383.
- Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1, 169–197.
- Macaro, E., & Erler, L. (2008). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29, 90–119.
- Macaro, E., & Mutton, T. (2009). Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to ‘graded readers’. The Language Learning Journal, 37, 165–182.
- Mainella, M. (2012). Pedagogical implications of cross-linguistic awareness-raising: An exploratory study (Master's thesis). Concordia University, Montreal.
- Ministry of Education of Quebec. (2001). Quebec education program. Montreal: Author.
- Mitchell, R., Hooper, J., & Brumfit, C. (1994). Knowledge about language, language learning, and the national curriculum (pp. 1–26). Southampton, England: Centre for Language in Education, Southampton University.
- O'Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
- Oxford, R.L. (2011). Teaching and researching language learning strategies. Harlow: Pearson Longman.
- Pomphrey, C. (2000). Language transfer and the modern foreign languages curriculum. In K. Field (Ed.), Issues in modern foreign languages teaching (pp. 258–270). London: Routledge.
- Pomphrey, C., & Moger, R. (1999). Cross-subject dialogue about language: Attitudes and perceptions of PGCE students of English and modern languages. Language Awareness, 8, 223–236.
- Rees-Miller, J. (1993). A critical appraisal of learner training: Theoretical bases and teaching applications. TESOL Quarterly, 27, 679–689.
- White, J., & Horst, M. (2012). Cognate-awareness-raising in late childhood: Teachable and useful. Language Awareness, 21, 181–196.