Page 237 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 237
mobilising the potential held by one’s entire linguistic repertoire ...
-competences-for-democratic-culture-volume-1-context-con-
cepts-and-model-2018-
Resnik, P., Dewaele, J. (2020). Trait emotional intelligence, positive and nega-
tive emotions in first and foreign language classes: A mixed-methods ap-
proach. System, 94, 102–324. https://doi.org/10.1016/j.system.2020.102324
Scales, P. C. (2011). Youth developmental assets in global perspective: Results
from international adaptations of the developmental assets profile. Child
Indicators Research, 4(4), 619–645. https://doi.org/10.1007/s12187-011-9112-8
Sevinç, Y., Backus, A. (2017). Anxiety, language use and linguistic compe-
tence in an immigrant context: a vicious circle? International Journal of
Bilingual Education and Bilingualism, 22(6), 706–724. https://doi.org/10.10
80/13670050.2017.1306021
Sevinç, Y., Dewaele, J.-M. (2016). Heritage language anxiety and ma-
jority language anxiety among Turkish immigrants in the
Netherlands. International Journal of Bilingualism, 22(2), 159–179. https://
doi.org/10.1177/0123456789123456
Shek, D. T., Dou, D., Zhu, X., & Chai, W. (2019). Positive youth development:
current perspectives. Adolescent health, medicine and therapeutics, 10,
131–141. https://doi.org/10.2147/AHMT.S179946
Strohmeier, D., Schmitt-Rodermund, E. (2008). Immigrant youth in
European countries: The manifold challenges of adaptation. European
Journal of Developmental Psychology, 5(2), 129–137. https://doi.
org/10.1080/17405620701556953
Staring, F., Broughton, A. (2020). Education begins with language: Thematic
report from a programme of seminars with peer learning to support the
implementation of the Council Recommendation on a comprehensive ap-
proach to the teaching and learning of languages (2019-2020). Publications
Office of the European Union. https://op.europa.eu/en/publication-detail/-/
publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en
Suarez-Orozco, C., Suarez-Orozco, M. (2001). Children of immigration.
Harvard University Press.
Useem, J., Useem, R. (1967). The interfaces of a binational third culture: A study
of the American community in India. Journal of Social Issues, 23(1), 130–
143. https://doi.org/10.1111/j.1540-4560.1967.tb00567.x
van Oudenhoven, J. P., van der Zee, K. I. (2002). Predicting multicultural ef-
fectiveness of international students: The multicultural personality ques-
tionnaire. International Journal of Intercultural Relations, 26, 679–694.
https://doi.org/10.1016/S01471767(02)00041-X
237
-competences-for-democratic-culture-volume-1-context-con-
cepts-and-model-2018-
Resnik, P., Dewaele, J. (2020). Trait emotional intelligence, positive and nega-
tive emotions in first and foreign language classes: A mixed-methods ap-
proach. System, 94, 102–324. https://doi.org/10.1016/j.system.2020.102324
Scales, P. C. (2011). Youth developmental assets in global perspective: Results
from international adaptations of the developmental assets profile. Child
Indicators Research, 4(4), 619–645. https://doi.org/10.1007/s12187-011-9112-8
Sevinç, Y., Backus, A. (2017). Anxiety, language use and linguistic compe-
tence in an immigrant context: a vicious circle? International Journal of
Bilingual Education and Bilingualism, 22(6), 706–724. https://doi.org/10.10
80/13670050.2017.1306021
Sevinç, Y., Dewaele, J.-M. (2016). Heritage language anxiety and ma-
jority language anxiety among Turkish immigrants in the
Netherlands. International Journal of Bilingualism, 22(2), 159–179. https://
doi.org/10.1177/0123456789123456
Shek, D. T., Dou, D., Zhu, X., & Chai, W. (2019). Positive youth development:
current perspectives. Adolescent health, medicine and therapeutics, 10,
131–141. https://doi.org/10.2147/AHMT.S179946
Strohmeier, D., Schmitt-Rodermund, E. (2008). Immigrant youth in
European countries: The manifold challenges of adaptation. European
Journal of Developmental Psychology, 5(2), 129–137. https://doi.
org/10.1080/17405620701556953
Staring, F., Broughton, A. (2020). Education begins with language: Thematic
report from a programme of seminars with peer learning to support the
implementation of the Council Recommendation on a comprehensive ap-
proach to the teaching and learning of languages (2019-2020). Publications
Office of the European Union. https://op.europa.eu/en/publication-detail/-/
publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en
Suarez-Orozco, C., Suarez-Orozco, M. (2001). Children of immigration.
Harvard University Press.
Useem, J., Useem, R. (1967). The interfaces of a binational third culture: A study
of the American community in India. Journal of Social Issues, 23(1), 130–
143. https://doi.org/10.1111/j.1540-4560.1967.tb00567.x
van Oudenhoven, J. P., van der Zee, K. I. (2002). Predicting multicultural ef-
fectiveness of international students: The multicultural personality ques-
tionnaire. International Journal of Intercultural Relations, 26, 679–694.
https://doi.org/10.1016/S01471767(02)00041-X
237
