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1	Aufmerksamkeit im Unterricht. ...
	Peng, Jie. - : Humboldt-Universität zu Berlin, 2022
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2	Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien ...
	Pöschl, Sonja-Hella. - : Verlag Julius Klinkhardt, 2022
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3	Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ...
	Kern, Friederike; Schwier, Volker; Stövesand, Björn. - : Verlag Julius Klinkhardt, 2022
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4	Sprachliche Individualisierung mittels digitaler Medien ...
	Otte, Mayele. - : Verlag Julius Klinkhardt, 2022
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5	Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
	Kim, Grace Jue Yeon. - 2022
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6	The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
	Gheitasi, Parvin; Lindgren, Eva; Enever, Janet
	In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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7	Sprachliche Individualisierung mittels digitaler Medien
	Otte, Mayele
	In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 140-153 (2022)
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8	Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien
	Pöschl, Sonja-Hella
	In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 124-139 (2022)
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9	Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
	Kern, Friederike; Schwier, Volker; Stövesand, Björn
	In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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10	THE NEED FOR TEACHING ENGLISH AS A SECOND LANGUAGE ...
	Maksetov Muxammeddiyar Makset Uli. - : Zenodo, 2022
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11	THE NEED FOR TEACHING ENGLISH AS A SECOND LANGUAGE ...
	Maksetov Muxammeddiyar Makset Uli. - : Zenodo, 2022
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12	THE ROLE OF FACULTY LEADERS IN SUPPORTING ACADEMIC STAFF IN MULTILINGUAL EDUCATION PROGRAM ... : ҮШТІЛДІ БІЛІМ БЕРУ БАҒДАРЛАМАСЫ АЯСЫНДА ОҚЫТУШЫЛАРДЫ ҚОЛДАУДАҒЫ ФАКУЛЬТЕТ БАСШЫЛАРЫНЫҢ РӨЛІ ...
	Aubakirova, B.. - : АО «КазУМОиМЯ им.Абылай хана», 2022
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13	Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
	Ellen Ormel; Marcel R. Giezen; Harry Knoors; Ludo Verhoeven; Eva Gutierrez-Sigut
	In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
	Abstract: Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. We found that (1) speech-based vocabulary strongly predicted word and text reading at T2 and T3, (2) fingerspelling ability was a strong predictor of word and text reading fluency at T2 and T3, (3) speech-based phonological awareness predicted word reading accuracy at T2 and T3 but did not predict text reading fluency, and (4) fingerspelling and STM predicted word reading latency at T2 while sign-based phonological awareness predicted this outcome measure at T3. These results suggest that fingerspelling may have an important function in facilitating the construction of orthographical/phonological representations of printed words for deaf children and strengthening word decoding and recognition abilities.
	Keyword: bimodal bilingual education; deafness; fingerspelling; phonological awareness; reading development; sign language; text reading; vocabulary; word reading
	URL: https://doi.org/10.3390/languages7010051
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14	An Improved Method for Online Teacher Training Courses for Bilingual Education Based on Cyber-Physical Systems
	Ting-Hsuan Chien; Yi-Lin Chen; Jain-Shing Wu; Cheng-Yan Siao; Li-Ren Chien; Rong-Guey Chang
	In: Applied Sciences; Volume 12; Issue 5; Pages: 2346 (2022)
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15	Aufmerksamkeit im Unterricht.
	Peng, Jie. - : Humboldt-Universität zu Berlin, 2022
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16	The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
	Velki, Tena
	In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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17	The Ideological Stance of Multilingualism in Education in Malaysia in the Press 2000-2020
	Chau, Meng Huat; Pillai, Stefanie; Kaur, Surinderpal
	In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 173-193 ; Multicultural Lingual and Multicultural Education (2022)
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18	Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
	Saemee, Kulthida; Ra, Jaewon Jane
	In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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19	Difficulties and Challenges of Library and Information Science Students in Thesis Writing During the Pandemic
	Natividad-Franco, Virginia
	In: Puissant ; 3 ; 353-365 (2022)
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20	Ethnic Content Integration and Local Curriculum in Myanmar
	Anui; Arphattananon, Thithimadee
	In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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