Page 83 - Karmen Pižorn, Alja Lipavic Oštir in Janja Žmavc, ur. • Obrazi več-/raznojezičnosti. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 44
P. 83
stališče staršev osnovnošolcev do raznojezičnosti
Cook, V. (2016). Premises of multi-competence. V V. Cook in L. Wei, L. (ur.),
The Cambridge Handbook of Linguistic Multi-competence (str. 1–25).
Cambridge: Cambridge University Press.
Council of Europe. (2001). Common European Framework of Reference for
Languages. Strasbourg, France: Cambridge University Press.
Council of Europe. (2018). Common European Framework of Reference for
languages: learning, teaching, assessment, Companion volume with new
descriptors. Strasbourg, France: Coucil of Europe.
Council of Europe. (b.d.). https://www.coe.int/en/web/portal/home
Dagarin Fojkar, M. in Pižorn, K. (2014). Parents’ and Teachers’ Attitudes
towards Early Foreign Language Learning. Sarajevo: Linguistics, culture
and identity in foreign language education.
Desforges, C. in Abouchaar, A. (2003). The impact of parental involvement,
parental support and family education on pupil achievement and adju-
stment: A literature review. London: Department for Education and Skil-
ls.
Eccles [Parsons], J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M.,
Meece, J. L. in Midgley, C. ( 1983 ). Expectancies, values, and academic
behaviors. V J. T. Spence (ur.), Achievement and achievement motives (str.
75–146 ). San Francisco, CA: W. H. Freeman.
Eccles, J. S. (1993). School and family effects on the ontogeny of children‘s inte-
rests, self‐perceptions, and activity choices. V J. E. Jacobs (ur.), Nebraska
symposium on motivation (Vol. 40, str. 145–208 ): Lincoln, NE: Universi-
ty of Nebraska Press.
Epstein, J. L. in Sheldon, S. B. (2006). “Moving Forward: Ideas for Research on
School, Family, and Community Partnerships.” V C. F. Conrad, R. in Ser-
lin (ur.), SAGE Handbook for Research in Education: Engaging Ideas and
Enriching Inquiry (str. 117–138). Thousand Oaks, CA: Sage Publications.
European Centre for Modern Languages. (2012). FREPA: a framework of re-
ference for pluralistic approaches to languages and cultures: competences
and resources. Gradec: European Centre for Modern Languages/Coun-
cil of Europe.
Fielding, R. (2015). Students‘ use of their plurilingual resources in Australian
schools. Language and Education. https://www.tandfonline.com/doi/full/1
0.1080/09500782.2015.1114631?scroll=top&needAccess=true
García, O. (2009). Bilingual education in the 21st century: A global perspective.
Malden, MA: Blackwell.
83
Cook, V. (2016). Premises of multi-competence. V V. Cook in L. Wei, L. (ur.),
The Cambridge Handbook of Linguistic Multi-competence (str. 1–25).
Cambridge: Cambridge University Press.
Council of Europe. (2001). Common European Framework of Reference for
Languages. Strasbourg, France: Cambridge University Press.
Council of Europe. (2018). Common European Framework of Reference for
languages: learning, teaching, assessment, Companion volume with new
descriptors. Strasbourg, France: Coucil of Europe.
Council of Europe. (b.d.). https://www.coe.int/en/web/portal/home
Dagarin Fojkar, M. in Pižorn, K. (2014). Parents’ and Teachers’ Attitudes
towards Early Foreign Language Learning. Sarajevo: Linguistics, culture
and identity in foreign language education.
Desforges, C. in Abouchaar, A. (2003). The impact of parental involvement,
parental support and family education on pupil achievement and adju-
stment: A literature review. London: Department for Education and Skil-
ls.
Eccles [Parsons], J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M.,
Meece, J. L. in Midgley, C. ( 1983 ). Expectancies, values, and academic
behaviors. V J. T. Spence (ur.), Achievement and achievement motives (str.
75–146 ). San Francisco, CA: W. H. Freeman.
Eccles, J. S. (1993). School and family effects on the ontogeny of children‘s inte-
rests, self‐perceptions, and activity choices. V J. E. Jacobs (ur.), Nebraska
symposium on motivation (Vol. 40, str. 145–208 ): Lincoln, NE: Universi-
ty of Nebraska Press.
Epstein, J. L. in Sheldon, S. B. (2006). “Moving Forward: Ideas for Research on
School, Family, and Community Partnerships.” V C. F. Conrad, R. in Ser-
lin (ur.), SAGE Handbook for Research in Education: Engaging Ideas and
Enriching Inquiry (str. 117–138). Thousand Oaks, CA: Sage Publications.
European Centre for Modern Languages. (2012). FREPA: a framework of re-
ference for pluralistic approaches to languages and cultures: competences
and resources. Gradec: European Centre for Modern Languages/Coun-
cil of Europe.
Fielding, R. (2015). Students‘ use of their plurilingual resources in Australian
schools. Language and Education. https://www.tandfonline.com/doi/full/1
0.1080/09500782.2015.1114631?scroll=top&needAccess=true
García, O. (2009). Bilingual education in the 21st century: A global perspective.
Malden, MA: Blackwell.
83
