| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A functional perspective on the challenges of teaching English tenses to speakers of other languages: The case of adult speakers of Serbian
|
Stosic, Dragana
|
|
2019
|
51 |
C |
p. 79-90
|
article
|
| 2 |
Children's sign-making and construction of signifying chains in relation to texts: Book interactions as discursive processes
|
Ranker, Jason
|
|
2019
|
51 |
C |
p. 46-58
|
article
|
| 3 |
De-alienating the academy: Multilingual teaching as decolonial pedagogy
|
Antia, Bassey E.
|
|
2019
|
51 |
C |
p. 91-100
|
article
|
| 4 |
Disjuncture, modality, and institutional repertoire: (De)colonizing discourses at a tribal school
|
Engman, Mel M.
|
|
2019
|
51 |
C |
p. 31-45
|
article
|
| 5 |
Editorial Board
|
|
|
2019
|
51 |
C |
p. ii
|
article
|
| 6 |
Empowering the point: Pains and gains of a writer's traversals between print-based writing and multimodal composing
|
Zhang, Yiqiong
|
|
2019
|
51 |
C |
p. 1-11
|
article
|
| 7 |
Scaffolding analytical argumentative writing in a design class: A corpus analysis of student writing
|
Gomez-Laich, Maria Pia
|
|
2019
|
51 |
C |
p. 20-30
|
article
|
| 8 |
Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives
|
Peng, Jian-E
|
|
2019
|
51 |
C |
p. 59-68
|
article
|
| 9 |
Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context
|
MartÃnez Agudo, Juan de Dios
|
|
2019
|
51 |
C |
p. 69-78
|
article
|
| 10 |
Wuli and stance in a Korean heritage language classroom: A language socialization perspective
|
Song, Juyoung
|
|
2019
|
51 |
C |
p. 12-19
|
article
|
Journal description