Journal |
EL.LE
Journal issue | 7 | 2 | 2018
Keywords Learners • Emotions • International adopted individuals • Educational linguistics • Languages and immigration • Educational linguistic politics • Second first language learning • Reflection • Motivation • Phonological awareness • Linguistic attitudes • Social representations • Programming • Models • Interaction • Sociolinguistics • Teachers’ Motivation • Language policy • Emotion • Italy • Multilingualism • Language advising • CLIL • Education • Code-Switching • Learner autonomy • Severe dyslexia
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
The Theoretical Dimension
The Methodological Dimension
Scientific Literature
DC Field | Value |
---|---|
dc.identifier |
ECF_issue_97 |
dc.title |
Vol. 7 | Issue 2 | July 2018 |
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing |
dc.type |
Journal issue |
dc.language.iso |
IT |
dc.identifier.uri |
http://edizionicafoscari.it/en/edizioni4/riviste/elle/2018/2/ |
dc.relation.ispartof |
EL.LE |
dc.issued |
2018-07-01 |
dc.identifier.issn |
|
dc.identifier.eissn |
2280-6792 |
dc.rights |
Creative Commons Attribution 4.0 International Public License |
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
dc.identifier.doi |
10.30687/ELLE/2280-6792/2018/20 |
dc.peer-review |
yes |
dc.subject |
CLIL |
dc.subject |
CLIL |
dc.subject |
Code-Switching |
dc.subject |
Code-Switching |
dc.subject |
Education |
dc.subject |
Education |
dc.subject |
Educational linguistic politics |
dc.subject |
Educational linguistic politics |
dc.subject |
Educational linguistics |
dc.subject |
Educational linguistics |
dc.subject |
Emotion |
dc.subject |
Emotion |
dc.subject |
Emotions |
dc.subject |
Emotions |
dc.subject |
Interaction |
dc.subject |
Interaction |
dc.subject |
International adopted individuals |
dc.subject |
International adopted individuals |
dc.subject |
Italy |
dc.subject |
Italy |
dc.subject |
Language advising |
dc.subject |
Language advising |
dc.subject |
Language policy |
dc.subject |
Language policy |
dc.subject |
Languages and immigration |
dc.subject |
Languages and immigration |
dc.subject |
Learner autonomy |
dc.subject |
Learner autonomy |
dc.subject |
Learners |
dc.subject |
Learners |
dc.subject |
Linguistic attitudes |
dc.subject |
Linguistic attitudes |
dc.subject |
Models |
dc.subject |
Models |
dc.subject |
Motivation |
dc.subject |
Motivation |
dc.subject |
Motivation |
dc.subject |
Motivation |
dc.subject |
Multilingualism |
dc.subject |
Multilingualism |
dc.subject |
Phonological awareness |
dc.subject |
Phonological awareness |
dc.subject |
Programming |
dc.subject |
Programming |
dc.subject |
Reflection |
dc.subject |
Reflection |
dc.subject |
Second first language learning |
dc.subject |
Second first language learning |
dc.subject |
Severe dyslexia |
dc.subject |
Severe dyslexia |
dc.subject |
Social representations |
dc.subject |
Social representations |
dc.subject |
Sociolinguistics |
dc.subject |
Sociolinguistics |
dc.subject |
Teachers’ Motivation |
dc.subject |
Teachers’ Motivation |
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