| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Disciplinary content and text structures communicated in the classroom – pathways in science lessons
|
Bergh Nestlog, Ewa
|
|
|
84 |
C |
p.
|
artikel
|
| 2 |
Editorial Board
|
|
|
|
84 |
C |
p.
|
artikel
|
| 3 |
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study
|
Li, Ming
|
|
|
84 |
C |
p.
|
artikel
|
| 4 |
Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text
|
Strandberg, Agnes
|
|
|
84 |
C |
p.
|
artikel
|
| 5 |
Let a hundred flowers bloom: Towards a coexistence of paradigms in language assessment literacy
|
Su, Xiaoli
|
|
|
84 |
C |
p.
|
artikel
|
| 6 |
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”
|
Martínez, Ramón Antonio
|
|
|
84 |
C |
p.
|
artikel
|
| 7 |
Pre-service teachers’ hinting practices in managing responses in a microteaching context
|
Ro, Eunseok
|
|
|
84 |
C |
p.
|
artikel
|
| 8 |
Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice
|
Galloway, Emily Phillips
|
|
|
84 |
C |
p.
|
artikel
|
| 9 |
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska
|
Ryan, Ève
|
|
|
84 |
C |
p.
|
artikel
|
| 10 |
Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry
|
Zhang, Xiaodong
|
|
|
84 |
C |
p.
|
artikel
|
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