From: UTP Journals <[log in to unmask]<mailto:[log in to unmask]>>
Date: November 30, 2015 at 3:41:42 PM CST
To: <[log in to unmask]<mailto:[log in to unmask]>>
Subject: From second language pedagogy to the pedagogy of 'plurilingualism': a possible paradigm shift? - special issue of Canadian Modern Language Review now available on Project MUSE
Now available on Project MUSE…
Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 71, Number 4, November 2015
http://bit.ly/cmlr714pm
From second language pedagogy to the pedagogy of ‘plurilingualism’: a possible paradigm shift? / De la didactique des langues à la didactique du plurilinguisme : un changement de paradigme possible ?
Introduction
Enrica Piccardo and Isabelle Capron Puozzo
Introduction
Enrica Piccardo and Isabelle Capron Puozzo
Laying Down Pale Memories:Learners Reflecting on Language, Self, and Other in the Middle-School Drama-Languages Classroom
Julia Rothwell
Autonomous Pluralistic Learning Strategies Among Mexican Indigenous and Minority University Students Learning English
Colette Despagne
A Comparison of L2 and L3 Learners’ Strategy Use in School Settings
Åsta Haukås
Un code-switching inédit en classe de langue : la déromanisation graphique et morphosyntaxique de la L2
Manale Aref and Mohamed Aref
Language Choice Among Peers in Project-Based Learning: A Hong Kong Case Study of English Language Learners’ Plurilingual Practices in Out-of-Class Computer-Mediated Communication
Christoph A. Hafner, David C.S. Li, and Lindsay Miller
Didactique du plurilinguisme et alternance de codes : le cas de l’enseignement bilingue précoce
Laurent Gajo and Gabriela Steffen
BOOK AND SOFTWARE REVIEWS / CRITIQUES DE LIVRES ET DE LOGICIELS
Plurilingual Education: Policies – Practices – Language Development
Enrica Piccardo
Processing Perspectives on Task Performance
Rika Tsushima and Martin Guardado
The CEFR in Practice
Larry Vandergrift
Canadian Modern Language Review online at:
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Project MUSE - http://bit.ly/cmlr_pm
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Posted by T Hawkins, UTP Journals
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