Journal | EL.LE
Journal issue | 7 | 2 | 2018
Keywords International adopted individuals • Language advising • Educational linguistic politics • Language policy • Teachers’ Motivation • Models • Languages and immigration • Multilingualism • Second first language learning • CLIL • Motivation • Education • Linguistic attitudes • Severe dyslexia • Italy • Emotion • Phonological awareness • Programming • Sociolinguistics • Social representations • Code-Switching • Learners • Educational linguistics • Emotions • Learner autonomy • Reflection • Interaction
Permalink http://doi.org/10.30687/ELLE/2280-6792/2018/20 | Published July 1, 2018 | Language it, en
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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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