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1
Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block
In: Language policy. - New York, NY : Springer 11 (2012) 1, 47-80
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2
Arizona's teacher policies and their relationship with English learner instructional practice
In: Language policy. - New York, NY : Springer 11 (2012) 1, 81-99
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3
Achievement in predominantly low SES/Hispanic dual language schools
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 13 (2010) 1, 43-60
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4
The sequencing of formal reading instruction: reading development in bilingual and English-medium schools in Ireland
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 12 (2009) 5, 493-512
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5
Learning to read in Ratanakiri: a case study from northeastern Cambodia
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 12 (2009) 4, 429-447
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6
Intergroup contact and minority-language education : reducing language-based discrimination and its negative impact
In: Journal of language and social psychology. - Thousand Oaks, Calif. [u.a.] : Sage 26 (2007) 2, 157-181
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7
Opening doors to success in multilingual classrooms: bilingualism, codeswitching and the professional identities of ethnic minority primary teachers
In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 21 (2007) 6, 457-472
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8
The effect of majority language exposure on minority language skills : the case of Inuktitut
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 9 (2006) 5, 578-596
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9
Using critical discourse analysis to understand and facilitate identification processes of bilingual adults becoming teachers
In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 2 (2005) 4, 195-213
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10
Democratic language policy for multilingual educational systems : an interdisciplinary approach
In: Language problems & language planning. - Amsterdam : Benjamins 29 (2005) 3, 211-230
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11
Effective reading programs for English language learners and other language-minority students
In: Bilingual research journal. - Washington, DC : NABE 29 (2005) 2, 241-267
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12
The condition of language-minority education in the State of Arizona : [essays and research]
In: Bilingual research journal. - Washington, DC : NABE 29 (2005) 1, I - XXIII, 1-196
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13
Europäische Schulen auf dem Prüfstand - PISA und die regionale Mehrsprachigkeit
In: Europa ethnica. - Wien : Facultas.wuv 62 (2005) 1-2, 12-22
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14
Language planning between pluralism and assimilationism: reflections on Hungarian mother tongue instruction in Sweden
In: Estudios de sociolingüística. - Vigo : Servicio de Publ. da Univ. de Vigo 5 (2004) 2, 277-298
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15
Multilingualism in Madrid
In: Urban multilingualism in Europe. - Clevedon [u.a.] : Multilingual Matters (2004), 275-298
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16
Multilingalism in The Hague
In: Urban multilingualism in Europe. - Clevedon [u.a.] : Multilingual Matters (2004), 193-220
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17
Multilingalism in Lyon
In: Urban multilingualism in Europe. - Clevedon [u.a.] : Multilingual Matters (2004), 251-274
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18
Multilingual cities project : crossnational and crosslinguistic perspectives
In: Urban multilingualism in Europe. - Clevedon [u.a.] : Multilingual Matters (2004), 299-408
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19
Schule und ethnische Identitäten in den Anden Perus : eine soziolinguistische Studie
Weiss, Anja Yvette. - Frankfurt am Main [u.a.] : Lang, 2003
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UB Frankfurt Linguistik
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20
Highlighting success in bilingual education
In: Bilingual research journal. - Washington, DC : NABE 26 (2002) 1, 1-192
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