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  3. Vol. 4 No. 4 (2011)

Vol. 4 No. 4 (2011)

November/December 2011

Editors' Note

  • Editor's Notes
    Melinda Dooly
    • PDF

Invited Authors

  • Les connaissances implicites et explicites en grammaire : quelle importance pour l’enseignement? Quelles conséquences?
    Marie Nadeau, Carole Fisher
    • PDF

Articles

  • La narració de la Guerra Civil espanyola en els àlbums il•lustrats
    Guida Planes Ferrer
    • PDF
  • How teachers develop content literacy of their students and use children’s literature for such purposes
    Enkelena Shockett-Qafleshi
    • PDF
  • “Te explicó qué quiere decir”, “te digo cómo se llama”. Interacciones niño-niño en torno a vocabulario no familiar
    Florencia Alam, Alejandra Stein, Celia Renata Rosemberg
    • PDF
  • No sé qué day: Code-switching and code-mixing in a plurilingual family living in Catalonia
    Jill Simon Auerbach
    • PDF

Book Reviews

  • Ressenya: El tractament integrat de les llengües
    Anna Maria Méndez i Navarro
    • PDF

Interviews

  • New media, new communicative genres and inclusive technology-mediated L2 pedagogy: A conversation with Steve Thorne
    Victoria Antoniadou
    • PDF

editor

Publisher

  • Universitat Autònoma de Barcelona (UAB)

indexacio

Indexing

  • Scopus
  • FECYT - Fundación Española para la Ciencia y la Tecnología
  • SCImago Journal & Country Rank
  • ERIH PLUS

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eISSN: 2013-6196  I  Privacy statement
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