Authors : Lima Becker, Mariana (ORCID 0000-0003-4911-5506); Chang-Bacon, Chris K. (ORCID 0000-0002-5584-189X); Oliveira, Gabrielle (ORCID 0000-0001-9886-4146)

Subjects: Portuguese; English (Second Language); Second Language LearningMassachusetts; Brazil

Source: International Journal of Bilingual Education and Bilingualism. 2022 25(8):3068-3083.16

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That's Hard! Item Difficulty and Word Characteristics for Bilinguals with and without Developmental Language Disorder

Authors : McMillen, Stephanie (ORCID 0000-0001-5691-896X); Anaya, Jissel B.; Peña, Elizabeth D. (ORCID 0000-0002-6119-7658)

Subjects: Spanish; English; SemanticsExpressive One Word Picture Vocabulary Test

Source: International Journal of Bilingual Education and Bilingualism. 2022 25(5):1838-1856.19

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The (Heterogeneous) Effect of CLIL on Content-Subject and Cognitive Acquisition in Primary Education: Evidence from a Counterfactual Analysis in Italy

Authors : Virdia, Simone (ORCID 0000-0001-7175-2515)

Subjects: Foreign Countries; Content and Language Integrated Learning; Second Language LearningItalyTrends in International Mathematics and Science Study

Source: International Journal of Bilingual Education and Bilingualism. 2022 25(5):1877-1893.17

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Why Learning Foreign Words Is Hard: Evidence of Shallower Encoding for Non-Native than Native Sounding Words

Authors : Marecka, Marta (ORCID 0000-0003-2873-9395); McDonald, Alison; Madden, Gillian

Subjects: Pictorial Stimuli; Task Analysis; PhonologyUnited KingdomWechsler Abbreviated Scale of Intelligence

Source: International Journal of Bilingual Education and Bilingualism. 2022 25(5):1913-1926.14

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Spanish Language Proficiency in Dual Language and English as a Second Language Models: The Impact of Model, Time, Teacher, and Student on Spanish Language Development

Authors : Morita-Mullaney, Trish (ORCID 0000-0001-5324-500X); Renn, Jennifer (ORCID 0000-0002-1661-6745); Chiu, Ming Ming (ORCID 0000-0002-5721-1971)

Subjects: Elementary School Students; Bilingual Students; Bilingualism

Source: International Journal of Bilingual Education and Bilingualism. 2022 25(10):3888-3906.19

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Translanguaging and Product-Oriented Drama: An Integrated Pedagogical Approach for Language Learning and Literacy Development

Authors : Campbell, Madeleine (ORCID 0000-0001-8442-9792); Tigan, Alexandra

Subjects: College Students; Bilingual Students; Second Language LearningUnited Kingdom

Source: International Journal of Bilingual Education and Bilingualism. 2022 25(10):3745-3757.13

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The Development of the Cognate Advantage from Elementary to Middle School Years in French-English Bilinguals Attending a Dual Language Program in France

Authors : Quirk, Erin (ORCID 0000-0002-2467-2894); Cohen, Cathy (ORCID 0000-0002-9552-2527)

Subjects: Second Language Learning; Bilingual Education; Bilingual Education ProgramsFrance

Source: International Journal of Bilingual Education and Bilingualism. 2022 25(10):3859-3874.16

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Oral Narrative Development of Mandarin Chinese Dual Language Immersion Learners

Putting NZSL on the Page: Multilingual/Multimodal Picturebooks in New Zealand

Plurilingual Pedagogy in the Japanese Language Classroom: Benefits and Challenges for Creating More Equitable Classroom Practices

Unilateral Translanguaging: Teachers' Language Use, Perceptions, and Experience in a Portuguese-English Two-Way Immersion Program

That's Hard! Item Difficulty and Word Characteristics for Bilinguals with and without Developmental Language Disorder

The (Heterogeneous) Effect of CLIL on Content-Subject and Cognitive Acquisition in Primary Education: Evidence from a Counterfactual Analysis in Italy

Why Learning Foreign Words Is Hard: Evidence of Shallower Encoding for Non-Native than Native Sounding Words

Spanish Language Proficiency in Dual Language and English as a Second Language Models: The Impact of Model, Time, Teacher, and Student on Spanish Language Development

Translanguaging and Product-Oriented Drama: An Integrated Pedagogical Approach for Language Learning and Literacy Development

The Development of the Cognate Advantage from Elementary to Middle School Years in French-English Bilinguals Attending a Dual Language Program in France

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