62 results on '"Lin, Angel"'
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2. Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems.
3. Academic Languages and Literacies in Content-Based Education in English-as-an-Additional-Language Contexts
4. Translanguaging in Bilingual Education
5. Extending Understandings of Bilingual and Multilingual Education
6. Can the Monkey King break through the 'Jin-Gang-Quan' (金剛圈)? Overcoming the multiple contradictions in EMI education.
7. Code-Switching in the Classroom: Research Paradigms and Approaches
8. Hip-Hop Heteroglossia as Practice, Pleasure, and Public Pedagogy: Translanguaging in the lyrical poetics of '24 Herbs' in Hong Kong
9. Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings.
10. Thematic patterns, Cognitive Discourse Functions, and genres: Towards an Integrative Model for CLIL.
11. Translanguaging and flows: towards an alternative conceptual model.
12. (Re)conceptualizing "Language" in CLIL: Multimodality, translanguaging and trans-semiotizing in CLIL.
13. Translanguaging and named languages: productive tension and desire.
14. Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms.
15. ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom.
16. Classroom code-switching: three decades of research.
17. Cultivating Co-learning in Participatory Design for Translanguaging Pedagogies
18. Introduction
19. Supporting Elementary-Age ELs with Limited or Interrupted Formal Education: Literacy Events for Families Using Wordless Books
20. Supporting Refugee Families in Scotland Through an Ecological, Multilingual Approach to Language Learning
21. Speaking Rights: Translanguaging and Integration in a Language Course for Adult Refugees in Uganda
22. Translanguaging as Culturally Sustaining Pedagogy: Transforming Traditional Practices in an ESOL Classroom for Older Adults from Refugee Backgrounds
23. Learning Together: How Ethnography and Discourse Analysis as Practice Influence Citizenship Classes with Nepali-Speaking Bhutanese Refugee Elders Living in Superdiverse Central Ohio
24. Implications of Genre Pedagogy for Refugee Youth with Limited or Interrupted Formal Schooling
25. Language Education Policy Through a DLC Lens: The Case of Urban Multilingualism
26. Introduction: The Dominant Language Constellations: A New Perspective on Multilingualism
27. Developing Critical Sociolinguistic Awareness Through Linguistic Landscapes in a Mixed Classroom: The Case of Spanish in Texas
28. Classroom Translanguaging Through the Linguistic Landscape
29. 'Colibrí' ‘Hummingbird’ as Translanguaging Metaphor
30. Translanguaging for Vocabulary Development: A Mixed Methods Study with International Students in a Canadian English for Academic Purposes Program
31. Effects of Teachers’ Language Ideologies on Language Learners’ Translanguaging Practices in an Intensive English Program
32. EFL Instructors’ Ambivalent Ideological Stances Toward Translanguaging: Collaborative Reflection on Language Ideologies
33. Tower of Babel or Garden of Eden? Teaching English as a Foreign Language Through a Translanguaging Lens
34. Translanguaging and Task Based Language Teaching: Crossovers and Challenges
35. Pedagogical Sismo: Translanguaging Approaches for English Language Instruction and Assessment in Oaxaca, Mexico
36. Learning to Teach English for Justice from a Translanguaging Orientation
37. 'No, Professor, That Is Not True': First Attempts at Introducing Translanguaging to Pre–service Teachers
38. Translanguaging as a Decolonization Project?: Malawian Teachers’ Complex and Competing Desires for Local Languages and Global English
39. Framing the Realities of TESOL Practice Through a Translanguaging Lens
40. Broadening the View: Taking up a Translanguaging Pedagogy with All Language–Minoritized Students
41. The Need for Translanguaging in TESOL
42. Envisioning TESOL through a Translanguaging Lens in the Era of Post–multilingualism
43. Translanguaging for Critical Bi-Literacy: English and French Teachers’ Collaboration in Transgressive Pedagogy
44. Philosophy, Principle and Practice – ‘3Ps’ to Implement Plurilingual Pedagogies
45. Promoting and Problematizing Multi/Plural Approaches in Language Pedagogy
46. Plurilingualism and TESOL in Two Canadian Post-secondary Institutions: Towards Context-Specific Perspectives
47. Remaking the Ground on which they Stand: Plurilingual Approaches Across the Curriculum
48. Faculty First: Promoting Translanguaging in TESOL Teacher Education
49. Translingual Writers as Mentors in a High School 'English' Classroom
50. 'Walking in Two Worlds' in the Plurilingual Classroom: Learning from the Case of an Intergenerational Project
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