| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Arridence and novility: Explicitness as a function of social inequality
|
Avenia-Tapper, Brianna
|
|
2015
|
30 |
C |
p. 114-124
11 p.
|
artikel
|
| 2 |
Corrections as multiparty accomplishment in L2 classroom conversations
|
Åhlund, Anna
|
|
2015
|
30 |
C |
p. 66-80
15 p.
|
artikel
|
| 3 |
Crafting claims about sustainability assessment: The situated practice of guiding university students into producing and presenting conclusions
|
Eriksson, Ann-Marie
|
|
2015
|
30 |
C |
p. 97-113
17 p.
|
artikel
|
| 4 |
Editorial Board
|
|
|
2015
|
30 |
C |
p. IFC-
1 p.
|
artikel
|
| 5 |
Evaluative stance in high achieving Year 3 persuasive texts
|
Thomas, Damon P.
|
|
2015
|
30 |
C |
p. 26-41
16 p.
|
artikel
|
| 6 |
Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning
|
Slater, Tammy
|
|
2015
|
30 |
C |
p. 12-25
14 p.
|
artikel
|
| 7 |
“How much You wanna bet?”: Examining the role of positioning in the development of L2 learner interactional competencies in the content classroom
|
Pinnow, Rachel J.
|
|
2015
|
30 |
C |
p. 1-11
11 p.
|
artikel
|
| 8 |
Meaning and the real life of language—Learning from “pathological” cases in science classrooms
|
Roth, Wolff-Michael
|
|
2015
|
30 |
C |
p. 42-55
14 p.
|
artikel
|
| 9 |
Putting the fourth crow in the sky: Using narrative to understand the experiences of one non-heritage learner of an endangered language
|
Weinberg, Miranda
|
|
2015
|
30 |
C |
p. 125-136
12 p.
|
artikel
|
| 10 |
The use of linguistic resources by mathematics teachers to create analogies
|
González, Gloriana
|
|
2015
|
30 |
C |
p. 81-96
16 p.
|
artikel
|
| 11 |
Understanding classroom trouble through regulative gravity and instructional elasticity
|
Doherty, Catherine
|
|
2015
|
30 |
C |
p. 56-65
10 p.
|
artikel
|
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