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How is the bilingual development of Portuguese heritage children perceived by their parents? Results from an ethnographic case study of a non-formal learning setting in Germany
How is the bilingual development of Portuguese heritage children perceived by their parents? Results from an ethnographic case study of a non-formal learning setting in Germany
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How is the bilingual development of Portuguese heritage children perceived by their parents? Results from an ethnographic case study of a non-formal learning setting in Germany

Costa Waetzold, Juliane ; Melo-Pfeifer, Sílvia

International journal of bilingual education and bilingualism, 2022-03, Vol.25 (3), p.942-962 [Periódico revisado por pares]

Abingdon: Routledge

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Research priorities in the field of multilingualism and language education: a cross-national examination
Research priorities in the field of multilingualism and language education: a cross-national examination
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Research priorities in the field of multilingualism and language education: a cross-national examination

Duarte, Joana ; García-Jimenez, Eduardo ; McMonagle, Sarah ; Hansen, Antje ; Gross, Barbara ; Szelei, Nikolett ; Pinho, Ana Sofia

Journal of multilingual and multicultural development, 2023-01, Vol.44 (1), p.50-64 [Periódico revisado por pares]

Abingdon: Routledge

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3
Trauma, Mental Health, and Suicidal Tendencies: Lessons from Portuguese Language Countries
Trauma, Mental Health, and Suicidal Tendencies: Lessons from Portuguese Language Countries
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Trauma, Mental Health, and Suicidal Tendencies: Lessons from Portuguese Language Countries

Silva, Mariana ; Pereira, Henrique ; Beatriz, Colleen

Journal of loss & trauma, 2023-01, Vol.28 (1), p.100-102 [Periódico revisado por pares]

Abingdon: Routledge

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4
Why do learners overcome non-facilitative transfer faster from an L2 than an L1? The cumulative input threshold hypothesis
Why do learners overcome non-facilitative transfer faster from an L2 than an L1? The cumulative input threshold hypothesis
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Why do learners overcome non-facilitative transfer faster from an L2 than an L1? The cumulative input threshold hypothesis

Cabrelli, Jennifer ; Iverson, Michael

International journal of multilingualism, 2024-07, Vol.21 (3), p.1594-1620 [Periódico revisado por pares]

Abingdon: Routledge

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5
Supporting inter-peripheral literary circulation the impact of institutional funders of Italian and Portuguese language literatures in Sweden
Supporting inter-peripheral literary circulation the impact of institutional funders of Italian and Portuguese language literatures in Sweden
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Supporting inter-peripheral literary circulation the impact of institutional funders of Italian and Portuguese language literatures in Sweden

Schwartz, Cecilia ; Edfeldt, Chatarina

Perspectives, studies in translatology, 2022-09, Vol.30 (5), p.811-827, Article 811 [Periódico revisado por pares]

Abingdon: Routledge

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6
Psycholinguistic variables in visual word recognition and pronunciation of European Portuguese words: a mega-study approach
Psycholinguistic variables in visual word recognition and pronunciation of European Portuguese words: a mega-study approach
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Psycholinguistic variables in visual word recognition and pronunciation of European Portuguese words: a mega-study approach

Soares, Ana Paula ; Lages, Alexandrina ; Silva, Ana ; Comesaña, Montserrat ; Sousa, Inês ; Pinheiro, Ana P. ; Perea, Manuel

Language, cognition and neuroscience, 2019-07, Vol.34 (6), p.689-719 [Periódico revisado por pares]

Abingdon: Routledge

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7
Young chinese immigrant children's language and literacy practices on social media: a translanguaging perspective
Young chinese immigrant children's language and literacy practices on social media: a translanguaging perspective
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Young chinese immigrant children's language and literacy practices on social media: a translanguaging perspective

Zhao, Sumin ; Flewitt, Rosie

Language and education, 2020-05, Vol.34 (3), p.267-285 [Periódico revisado por pares]

Abingdon: Routledge

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8
Teaching two languages: navigating dual identity experiences
Teaching two languages: navigating dual identity experiences
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Teaching two languages: navigating dual identity experiences

Tavares, Vander

Pedagogies (Mahwah, N.J.), 2023-07, Vol.18 (3), p.497-518 [Periódico revisado por pares]

Philadelphia: Routledge

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9
Swearing in a second language: the role of emotions and perceptions
Swearing in a second language: the role of emotions and perceptions
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Swearing in a second language: the role of emotions and perceptions

Mohammadi, Ariana N.

Journal of multilingual and multicultural development, 2022-08, Vol.43 (7), p.629-646 [Periódico revisado por pares]

Abingdon: Routledge

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10
Unilateral translanguaging: teachers' language use, perceptions, and experience in a Portuguese-English two-way immersion program
Unilateral translanguaging: teachers' language use, perceptions, and experience in a Portuguese-English two-way immersion program
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Unilateral translanguaging: teachers' language use, perceptions, and experience in a Portuguese-English two-way immersion program

Lima Becker, Mariana ; Chang-Bacon, Chris K. ; Oliveira, Gabrielle

International journal of bilingual education and bilingualism, 2022-09, Vol.25 (8), p.3068-3083 [Periódico revisado por pares]

Abingdon: Routledge

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