Page 307 - Karmen Pižorn, Alja Lipavic Oštir in Janja Žmavc, ur. • Obrazi več-/raznojezičnosti. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 44
P. 307
rethinking language teaching: the theory and practice of plurilingual education
Little, D., and Kirwan, D. (2019). Engaging with Linguistic Diversity: A Study of
Educational Inclusion in an Irish Primary School. London: Bloomsbury
Academic.
Little, D., and Lazenby Simpson, B. (2009). Teaching immigrants the language
of the host community: Two object lessons in the need for continuous
policy development. In J. C. Alderson (ed.), The Politics of Language Ed-
ucation: Individuals and Institutions, pp. 104–124. Bristol: Multilingual
Matters.
Mercer, N., Wegerif, R., and Major, L. (2019). The Routledge International Hand-
book of Research on Dialogic Education. Abingdon, England: Routledge.
Ochs, E., and Schieffelin, B. (2008). Language socialization: An overview. In P.
A. Duff and N. H. Hornberger (eds), Encyclopedia of Language and Edu-
cation (second edition), Volume 8, Language Socialization, pp. 3–15. New
York: Springer.
Otheguy, R., García, O., and Reid, W. (2015). Clarifying translanguaging and
deconstructing named languages: A perspective from linguistics. Applied
Linguistics Review 6(3), 281–307.
Resnick, L. B., Asterhan, C., and Clarke, S. N. (eds.) (2015). SocializingIintelli-
gence through Academic Talk and Dialogue. Washington, DC: American
Educational Research Association.
Sfard, A. (2015). Why all this talk about talking classrooms? Theorizing the re-
lation between talking and learning. In L. B. Resnick, C. S. C. Asterhan
and S. N. Clarke (eds.), Socializing Intelligence through Academic Talk and
Dialogue, pp. 243–252. Washington, DC: American Educational Research
Association.
Singleton, D. (2016). A critical reaction from second language research. In V.
Cook and Li Wei (eds), The Cambridge Handbook of Linguistic Multi-com-
petence, pp. 502–520. Cambridge: Cambridge University Press.
Stahl, S. A., and Miller, P. D. (1989). Whole language and language experience
approaches for beginning reading: A quantitative research synthesis. Re-
view of Educational Research 59(1), 87–116.
Tharp, R. and Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning,
and Schooling in Social Context. Cambridge: Cambridge University Press.
Truscott, J., and Sharwood Smith, M. (2019). Theoretical frameworks in L2 ac-
quisition. In J. W. Schwieter and A. Benati (eds.), The Cambridge Hand-
book of Language Learning, pp. 84–107.Cambridge: Cambridge Universi-
ty Press.
Williams, C. (2002). A Language Gained: A Study of Language Immersion at 11–
16 Years of Age. Bangor: University of Wales, School of Education.
307
Little, D., and Kirwan, D. (2019). Engaging with Linguistic Diversity: A Study of
Educational Inclusion in an Irish Primary School. London: Bloomsbury
Academic.
Little, D., and Lazenby Simpson, B. (2009). Teaching immigrants the language
of the host community: Two object lessons in the need for continuous
policy development. In J. C. Alderson (ed.), The Politics of Language Ed-
ucation: Individuals and Institutions, pp. 104–124. Bristol: Multilingual
Matters.
Mercer, N., Wegerif, R., and Major, L. (2019). The Routledge International Hand-
book of Research on Dialogic Education. Abingdon, England: Routledge.
Ochs, E., and Schieffelin, B. (2008). Language socialization: An overview. In P.
A. Duff and N. H. Hornberger (eds), Encyclopedia of Language and Edu-
cation (second edition), Volume 8, Language Socialization, pp. 3–15. New
York: Springer.
Otheguy, R., García, O., and Reid, W. (2015). Clarifying translanguaging and
deconstructing named languages: A perspective from linguistics. Applied
Linguistics Review 6(3), 281–307.
Resnick, L. B., Asterhan, C., and Clarke, S. N. (eds.) (2015). SocializingIintelli-
gence through Academic Talk and Dialogue. Washington, DC: American
Educational Research Association.
Sfard, A. (2015). Why all this talk about talking classrooms? Theorizing the re-
lation between talking and learning. In L. B. Resnick, C. S. C. Asterhan
and S. N. Clarke (eds.), Socializing Intelligence through Academic Talk and
Dialogue, pp. 243–252. Washington, DC: American Educational Research
Association.
Singleton, D. (2016). A critical reaction from second language research. In V.
Cook and Li Wei (eds), The Cambridge Handbook of Linguistic Multi-com-
petence, pp. 502–520. Cambridge: Cambridge University Press.
Stahl, S. A., and Miller, P. D. (1989). Whole language and language experience
approaches for beginning reading: A quantitative research synthesis. Re-
view of Educational Research 59(1), 87–116.
Tharp, R. and Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning,
and Schooling in Social Context. Cambridge: Cambridge University Press.
Truscott, J., and Sharwood Smith, M. (2019). Theoretical frameworks in L2 ac-
quisition. In J. W. Schwieter and A. Benati (eds.), The Cambridge Hand-
book of Language Learning, pp. 84–107.Cambridge: Cambridge Universi-
ty Press.
Williams, C. (2002). A Language Gained: A Study of Language Immersion at 11–
16 Years of Age. Bangor: University of Wales, School of Education.
307
