Special Issue 'Researching foreign languages at Pre-primary Education'.
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- Porta Linguarum, 2022, p. 7
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- Publication type:
- Article
Works matching IS 16977467 AND DT 2022
Results: 70
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Fostering literacy: Pre-primary pre-service teachers' reading habits and literature knowledge.
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- Porta Linguarum, 2022, p. 151, doi. 10.30827/portalin.vi.26689
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- Article
3
Bridging the gap between foreign language and early childhood teacher education: A quantitative and qualitative analysis of teacher knowledge base.
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- Porta Linguarum, 2022, p. 43, doi. 10.30827/portalin.vi.26616
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4
Investigating teachers' and parents' perceptions on the introduction of English in Greek preschools.
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- Porta Linguarum, 2022, p. 99, doi. 10.30827/portalin.vi.26544
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5
Intensive parenting and elective bilingualism English/Spanish in Spanish monolingual families: From language ideologies to practice.
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- Porta Linguarum, 2022, p. 133, doi. 10.30827/portalin.vi.26273
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6
Exploring pre-service teachers' views on introducing EFL in early childhood teacher education.
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- Porta Linguarum, 2022, p. 167, doi. 10.30827/portalin.vi.26212
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7
Analysing preschoolers' awareness of linguistic and cultural diversity through the DivCon model.
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- Porta Linguarum, 2022, p. 115, doi. 10.30827/portalin.vi.26211
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8
Early additional language learning in classroom ecosystems.
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- Porta Linguarum, 2022, p. 11, doi. 10.30827/portalin.vi.26194
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9
Parental involvement in children's (0--6-year-olds) EFL learning: Outlining practical proposals for improvement as part of student teachers' training.
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- Porta Linguarum, 2022, p. 83, doi. 10.30827/portalin.vi.26179
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- Article
10
Educación bilingüe en la infancia. El enfoque PETal.
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- Porta Linguarum, 2022, p. 187, doi. 10.30827/portalin.vi39.25800
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- Article
11
Parental involvement in Chinese preschool children's mobile-assisted foreign language learning.
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- Porta Linguarum, 2022, p. 65, doi. 10.30827/portalin.vi.23840
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12
Chinese linguistics: An introduction.
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- Porta Linguarum, 2022, n. 38, p. 333, doi. 10.30827/portalin.vi38.24385
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13
Frontiers of L2 Chinese Language Education: A Global Perspective.
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- Porta Linguarum, 2022, n. 38, p. 331, doi. 10.30827/portalin.vi38.24330
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- Article
14
Oral corrective feedback in theory and practice.
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- Porta Linguarum, 2022, n. 38, p. 327, doi. 10.30827/portalin.vi38.23998
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- Article
15
Cognitive Bases of Second Language Fluency.
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- Porta Linguarum, 2022, n. 38, p. 325, doi. 10.30827/portalin.vi38.23934
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16
Situating Language Learning Strategy Use: Present Issues and Future Trends.
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- Porta Linguarum, 2022, n. 38, p. 323, doi. 10.30827/portalin.vi38.23915
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- Article
17
Curriculum Development in English for Academic Purposes: A Guide to Practice.
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- Porta Linguarum, 2022, n. 38, p. 321, doi. 10.30827/portalin.vi38.23570
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- Article
18
Eye tracking in second language acquisition and bilingualism: A research synthesis and methodological guide.
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- Porta Linguarum, 2022, n. 38, p. 319, doi. 10.30827/portalin.vi38.23528
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19
Composición escrita del alumnado y expectativas de sus docentes. Una investigación en Educación Primaria.
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- Porta Linguarum, 2022, n. 38, p. 301
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20
Does video self-analysis influence pre-service language teachers' position within CLIL settings?
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- Porta Linguarum, 2022, n. 38, p. 281, doi. 10.30827/portalin.vi38.23877
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- Article
21
Percepciones del profesorado sobre la implementación de AICLE en la Región de Murcia.
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- Porta Linguarum, 2022, n. 38, p. 265, doi. 10.30827/portalin.vi38.23771
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- Article
22
Creation and validation of a bilingual test to estimate aural and written vocabulary size.
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- Porta Linguarum, 2022, n. 38, p. 247, doi. 10.30827/portalin.vi38.23606
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- Article
23
Camino al chino.
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- Porta Linguarum, 2022, n. 38, p. 229, doi. 10.30827/portalin.vi38.24272
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24
How to keep the current flowing? Factors contributing to the longevity of directed motivational currents.
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- Porta Linguarum, 2022, n. 38, p. 229, doi. 10.30827/portalin.vi38.23606
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- Publication type:
- Article
25
Effectiveness of textually-enhanced captions on Chinese High-school EFL learners' incidental vocabulary learning.
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- Porta Linguarum, 2022, n. 38, p. 209, doi. 10.30827/portalin.vi38.23511
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26
Construction and validation of self-Esteem in the foreign language classroom scale (SEFLS).
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- Porta Linguarum, 2022, n. 38, p. 191, doi. 10.30827/portalin.vi38.22447
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- Article
27
L'influence translinguistique sur la production orale en français L3: Le cas des enfants-apprenants iraniens.
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- Porta Linguarum, 2022, n. 38, p. 173, doi. 10.30827/portalin.vi38.22393
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28
Acquisition of L3 Spanish combinations: Development in multilingual contexts.
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- Porta Linguarum, 2022, n. 38, p. 159, doi. 10.30827/portalin.vi38.22338
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29
In-house CBI materials and English language education.
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- Porta Linguarum, 2022, n. 38, p. 137, doi. 10.30827/portalin.vi38.22204
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30
Clases en línea y competencia digital en estudiantes taiwaneses de español durante la pandemia COVID-19.
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- Porta Linguarum, 2022, n. 38, p. 119, doi. 10.30827/portalin.vi38.22185
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31
Examining foreign language listening anxiety and its correlates: A meta-analysis.
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- Porta Linguarum, 2022, n. 38, p. 99, doi. 10.30827/portalin.vi38.22173
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32
The use of TikTok in higher education as a motivating source for students.
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- Porta Linguarum, 2022, n. 38, p. 83, doi. 10.30827/portalin.vi38.21684
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33
New genres and new approaches: Teaching and assessing product pitches from a multimodal perspective in the ESP classroom.
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- Porta Linguarum, 2022, n. 38, p. 65, doi. 10.30827/portalin.vi38.21621
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34
How EFL primary teachers define literacy: An empirical study.
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- Porta Linguarum, 2022, n. 38, p. 47, doi. 10.30827/portalin.vi38.21068
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35
Using generalizability theory to investigate the variability and reliability of EFL composition scores by human raters and e-rater.
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- Porta Linguarum, 2022, n. 38, p. 27, doi. 10.30827/portalin.vi38.18056
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36
Impacto del factor frecuencia en la didáctica de estructuras verbales preposicionales en español para sinohablantes.
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- Porta Linguarum, 2022, n. 38, p. 9, doi. 10.30827/portalin.vi38.16850
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37
Literatura infantil y lectura dialógica. La formación de educadores desde la investigación.
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- Porta Linguarum, 2022, p. 215, doi. 10.30827/portalin.vi.23583
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- Article
38
Perceived changes of identity construction through digital storytelling: A collective study abroad case study.
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- Porta Linguarum, 2022, p. 193, doi. 10.30827/PORTALIN.VI.23607
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39
El relato digital (digital storytelling) como proyecto de ELE en inmersión: aprendizajes, dificultades y cambios.
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- Porta Linguarum, 2022, p. 173, doi. 10.30827/PORTALIN.VI.21397
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40
Teaching multimodal metadiscourse in academic English as a foreign language.
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- Porta Linguarum, 2022, p. 155, doi. 10.30827/PORTALIN.VI.21423
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41
The productive vocabulary of multimodal and unimodal English as a foreign language learners.
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- Porta Linguarum, 2022, p. 139, doi. 10.30827/portalin.vi.21389
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42
Aprendizaje basado en proyectos y Elevator Pitch: una innovación metodológica en español como lengua extranjera.
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- Porta Linguarum, 2022, p. 119, doi. 10.30827/PORTALIN.VI.21415
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43
Telecolaboración y competencia comunicativa intercultural en la enseñanza-aprendizaje de ELE: un proyecto en Educación Superior.
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- Porta Linguarum, 2022, p. 97, doi. 10.30827/portalin.vi.21446
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44
Exploring audiovisual translation as a didactic tool in the secondary school foreign language classroom.
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- Porta Linguarum, 2022, p. 81, doi. 10.30827/PORTALIN.VI.22307
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45
The Forging Links project: Knowledge transference using pre-service teachers' CLIL units with ICT integration.
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- Porta Linguarum, 2022, p. 63, doi. 10.30827/portalin.vi.22415
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46
The impact of CLIL teacher education on the beliefs of in-service secondary CLIL teachers.
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- Porta Linguarum, 2022, p. 47, doi. 10.30827/portalin.vi.21587
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47
Underrepresentation of the construct in Spanish standardized foreign language exams: A computer assisted exam proposal.
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- Porta Linguarum, 2022, p. 27, doi. 10.30827/PORTALIN.VI.21393
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48
Mobile assisted language learning: Scope, praxis and theory.
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- Porta Linguarum, 2022, p. 11, doi. 10.30827/portalin.vi.21424
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49
Measuring Native-Speaker Vocabulary Size.
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- Porta Linguarum, 2022, n. 37, p. 319, doi. 10.30827/portalin.vi37.22503
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50
She's gotta have it: representatividad discursiva de las series afroamericanas como intake de ESL en secundaria.
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- Porta Linguarum, 2022, n. 37, p. 105, doi. 10.30827/portalin.vi37.22382
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- Publication type:
- Article