Journal |
EL.LE
Journal issue | 7 | 2 | 2018
7 | 2 | 2018
open access | peer reviewedKeywords Motivation • Interaction • Educational linguistic politics • Language policy • Learners • Models • Linguistic attitudes • Phonological awareness • Multilingualism • Languages and immigration • Italy • Learner autonomy • Sociolinguistics • Education • Emotion • Severe dyslexia • Social representations • Educational linguistics • Programming • Code-Switching • CLIL • Second first language learning • Teachers’ Motivation • Emotions • Language advising • International adopted individuals • Reflection
Permalink http://doi.org/10.30687/ELLE/2280-6792/2018/20 | Published July 1, 2018 | Language en, it
Copyright © This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Editorial
- Linguistic Rights (and Duties)
- July 1, 2018
The Theoretical Dimension
-
Social Representations and Motivation in FL Study
A Wall in the Face of the Spread of Italian in Morocco - July 1, 2018
- Grammar and Grammars in Italian FL
- July 1, 2018
The Methodological Dimension
-
Phonological Sensitivisation in English FL
An Action-Research Project for a Case of Linguistic Deconstruction in a Subject Coming from International Adoption - July 1, 2018
-
Foreing Language Teacher’s Motivation in Italy
A Quantitative Study - July 1, 2018
- Code-Switching in CLIL: the Students’ Perception
- July 1, 2018
Scientific Literature
