Page 31 - Karmen Pižorn, Alja Lipavic Oštir in Janja Žmavc, ur. • Obrazi več-/raznojezičnosti. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 44
P. 31
jezikovna raznolikost s perspektive tretješolcev
Barrera, S.D. in Maluf, M.R. (2003). Consciencia metalinguistica e alfabetiza-
cao: Um estudo com criancas da primeira serie do ensino fundamental
[Metalinguistic awareness and literacy: A study with first grade elemen-
tary school children]. Psicologia: Reflexao e Crıtica, 16(3), 491–502.
Beacco, J. C. in Byram, M. (2007). From linguistic diversity to plurilingual edu-
cation. Guide for the development of Language Education Policies in Euro-
pe Executive Version. Council of Europe.
Bell, A. (2007). Designing and testing questionnaires for children. Journal of
Research in Nursing, 12(5), 461–469.
Berry, R. (2005). Making the most of metalanguage. Language awareness, 14(1),
3–20.
Bokhorst-Heng, W. D., in Santos Caleon, I. (2009). The language attitudes of
bilingual youth in multilingual Singapore. Journal of Multilingual and
Multicultural Development, 30(3), 235–251.
Borgers, N., De Leeuw, E. in Hox, J. (2000). Children as respondents in survey
research: Cognitive development and response quality. Bulletin of Socio-
logical Methodology/Bulletin de Méthodologie Sociologique, 66 (1), 60–75.
Bialystok, E. (2013). The impact of bilingualism on language and literacy deve-
lopment. V T. K. Bahtia in W. C. Ritchie (ur.), The handbook of bilingua-
lism and multilingualism. Chichester, UK: Blackwell Publishing.
Bratož, S. (2018). Anketiranje tretješolcev s spletnim vprašalnikom [Condu-
cting Online Surveys with Third Grade Pupils]. V T. Štemberger, S. Čotar
Konrad, S. Rutar in A. Žakelj (ur.), Constructing Innovative Learning En-
vironments (237–251). Koper: Univerza na Primorskem.
Bratož, S., Pirih, A. in Štemberger, T. (2019). Identifying children’s attitudes
towards languages: construction and validation of the LANGattMini
Scale. Journal of Multilingual and Multicultural Development, 42(2), 1–13.
Byram, M. (2009). Jezikovno izobraževanje za plurilingvistične in medkultur-
ne učence. V K. Pižorn (ur.), Učenje in poučevanje dodatnih jezikov v ot-
roštvu (116–135). Ljubljana: ZRSŠ.
Candelier, M. in Kervran, M. (2018). 1997–2017: Twenty Years of Innovation
and Research about Awakening to Languages-Evlang Heritage. Interna-
tional Journal of Bias, Identity and Diversities in Education (IJBIDE), 3(1),
10–21.
Candelier, M., Camilleri, A., Castellotti, V., De Pietro, J. F., Lőrincz, I., Me-
ißner, F.-J., Noguerol, A. in Schröder-Sura, A. (2017). ROPP – referenčni
okvir za pluralistične pristope k jezikom in kulturam. Zavod RS za šolstvo.
https://www.dlib.si/details/URN:NBN:SI:DOC-TA8NU8OS
31
Barrera, S.D. in Maluf, M.R. (2003). Consciencia metalinguistica e alfabetiza-
cao: Um estudo com criancas da primeira serie do ensino fundamental
[Metalinguistic awareness and literacy: A study with first grade elemen-
tary school children]. Psicologia: Reflexao e Crıtica, 16(3), 491–502.
Beacco, J. C. in Byram, M. (2007). From linguistic diversity to plurilingual edu-
cation. Guide for the development of Language Education Policies in Euro-
pe Executive Version. Council of Europe.
Bell, A. (2007). Designing and testing questionnaires for children. Journal of
Research in Nursing, 12(5), 461–469.
Berry, R. (2005). Making the most of metalanguage. Language awareness, 14(1),
3–20.
Bokhorst-Heng, W. D., in Santos Caleon, I. (2009). The language attitudes of
bilingual youth in multilingual Singapore. Journal of Multilingual and
Multicultural Development, 30(3), 235–251.
Borgers, N., De Leeuw, E. in Hox, J. (2000). Children as respondents in survey
research: Cognitive development and response quality. Bulletin of Socio-
logical Methodology/Bulletin de Méthodologie Sociologique, 66 (1), 60–75.
Bialystok, E. (2013). The impact of bilingualism on language and literacy deve-
lopment. V T. K. Bahtia in W. C. Ritchie (ur.), The handbook of bilingua-
lism and multilingualism. Chichester, UK: Blackwell Publishing.
Bratož, S. (2018). Anketiranje tretješolcev s spletnim vprašalnikom [Condu-
cting Online Surveys with Third Grade Pupils]. V T. Štemberger, S. Čotar
Konrad, S. Rutar in A. Žakelj (ur.), Constructing Innovative Learning En-
vironments (237–251). Koper: Univerza na Primorskem.
Bratož, S., Pirih, A. in Štemberger, T. (2019). Identifying children’s attitudes
towards languages: construction and validation of the LANGattMini
Scale. Journal of Multilingual and Multicultural Development, 42(2), 1–13.
Byram, M. (2009). Jezikovno izobraževanje za plurilingvistične in medkultur-
ne učence. V K. Pižorn (ur.), Učenje in poučevanje dodatnih jezikov v ot-
roštvu (116–135). Ljubljana: ZRSŠ.
Candelier, M. in Kervran, M. (2018). 1997–2017: Twenty Years of Innovation
and Research about Awakening to Languages-Evlang Heritage. Interna-
tional Journal of Bias, Identity and Diversities in Education (IJBIDE), 3(1),
10–21.
Candelier, M., Camilleri, A., Castellotti, V., De Pietro, J. F., Lőrincz, I., Me-
ißner, F.-J., Noguerol, A. in Schröder-Sura, A. (2017). ROPP – referenčni
okvir za pluralistične pristope k jezikom in kulturam. Zavod RS za šolstvo.
https://www.dlib.si/details/URN:NBN:SI:DOC-TA8NU8OS
31
