L1 use in children EFL learners in traditional versus CLIL instruction
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Grabaketa data: 17/10/2014
Ikusia: 11
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What we have learnt from students' and teachers' feedback on diagnostic tests: Implications for classrooms
MARIANNE NIKOLOV (University of Pécs)
2014(e)ko urr. 16(a)
Enhancing children’s metalinguistic awareness: A classroom study with 8 to 9-year-old English-speaking learners
A. Tellier & K. Roehr-Brackin (U. of Essex)
2014(e)ko urr. 16(a)
English lexical knowledge development of young English learners in China: Internal and external predictors
H. Sun, R. Steinkrauss & K. de Bot (U. of Groningen)
2014(e)ko urr. 16(a)
Metalinguistic awareness in two multilingual children growing up in a bilingual community
M. Cokely & C. Muñoz (U. de Barcelona)
2014(e)ko urr. 16(a)
First in, First out: Lexical knowledge in children learning English as a foreign language
T. Zhao & V. Murphy (U. of Oxford)
2014(e)ko urr. 16(a)
L2 English Young learners’ oral production skills in Content and Language Integrated (CLIL) and EFL settings
A. Bret Blasco (U. Autònoma de Barcelona)
2014(e)ko urr. 16(a)
Formats in teacher-led activities to support child-initiated play in a foreign language
S. Mourão (U. Nova)
2014(e)ko urr. 16(a)
Four ways to tell a story in English: Influence on the oral communication of a group of pre-schoolers in the Basque Country
M. Amondarain-Garrido & M. Querol-Julián (U. Internacional de la Rioja)
2014(e)ko urr. 16(a)
English as a foreign language in French pre-primary schools: A focus on oral interactions
A.-M. Voise (U. de Bourgogne)
2014(e)ko urr. 16(a)