Learning and teaching trans-inclusive language and register hybridity for multilingual writers
Emma Razifard Britton, Theresa Y Austin
págs. 1-22
The role of bottom-up strategy instruction and proficiency level in L2 listening test performance: an intervention study
Kozo Yanagawa
págs. 23-44
Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation
Phung Dao, Suong Thi Thu Hoang, Mai Xuan Nhat Chi Nguyen
págs. 45-69
Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching
Hanne Brandt, Timo Ehmke, Poldi Kuhl, Detlev Leutner
págs. 70-93
Prompting language learners to guess the meaning of idioms: do wrong guesses linger?
Xinqiang Wang, Frank Boers, Paul Warren
págs. 94-116
Discourse-based grammar instruction in ESL academic writing: a mixed methods study
Tomoko Oyama, Hyun-Sook Kang
págs. 117-134
Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions
Wenting Chen, Meixiu Zhang
págs. 135-162
eacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia
Chinh Duc Nguyen, Anh T. Ton-Nu
págs. 163-181
Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning?: A comparative study with Australian and German pre-service teachers
Alice Chik, Sílvia Melo-Pfeifer
págs. 182-200