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  3. No. 5 (2011)

No. 5 (2011)

					View No. 5 (2011)
Published: 2011-11-25

Editorial

  • Editorial

    Devin Strieff
    7 -10
    • PDF (Español)

Research Articles

  • Translation Priming Effect in Spanish-English Bilinguals

    Albeiro Ramírez Sarmiento
    12 -24
    • PDF (Español)
  • Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language

    Ángelica María Martínez Martínez
    25 - 49
    • PDF (Español)
  • Towards a Proposal for a Professional Development Programme in Pedagogy for Autonomy

    Carlo Granados Beltrán
    50 - 65
    • PDF (Español)
  • Creencias y práctica del maestro bilingüe: ¿Se alinean?

    Claudia Peralta Nash, Celia den Hartog King
    66 - 83
    • PDF (Español)
  • Explicit Vocabulary Instruction in an English Content-Area Coursewith University Student Teachers:When Comprehensible Input Needs to be Comprehended

    Héctor Manuel Serna Dimas
    84 - 103
    • PDF (Español)
  • Listening to Graduates of a K-12 Bilingual Program: Language Ideologies and Literacy Practices of Former Bilingual Students

    Joel Dworin
    104 - 126
    • PDF (Español)
  • Writing to Persuade: A Systemic Functional View

    Joshua Schulze
    127 - 157
    • PDF (Español)
  • Spanish-English Writing Structure Interferences in Second Language Learners

    Julio Lorenzo López Urdaneta
    158 - 179
    • PDF (Español)
  • A Spectrum of Situatedness for World Language Educators: A Self-assessment Tool

    David Schwarzer, Melanie Bloom
    180 - 201
    • PDF (Español)

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