Page 86 - Karmen Pižorn, Alja Lipavic Oštir in Janja Žmavc, ur. • Obrazi več-/raznojezičnosti. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 44
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cardo, E. in Galante, A. (2018). Plurilingualism and Agency in Language
Education: The Role of Dramatic Action-Oriented Tasks. V J. Choi. in S.
Ollerhead (ur), Plurilingualism in Teaching and Learning: Complexities
Across Contexts. New York: Routledge.
Pinter, A. (2009). Teaching young language learners. Oxford: Oxford Universi-
ty Press.
Ruiz de Zarobe, L. in Ruiz de Zarobe, Y. (2015). New perspectives on multilin-
gualism and L2 acquisition: an introduction. Internation Journal of Mul-
tilingualism, 12(4), 393–403.
Rutar Leban, T., Mlekuž, A., Pižorn, K. in Vršnik Perše, T. (2013). Tuji jeziki v
slovenskih osnovnih šolah: rezultati Evropske raziskave o jezikovnih kom-
petencah ESLC 2011. Ljubljana: Pedagoški inštitut.
SEJO, 2011. https://centerslo.si/wp-content/uploads/2015/10/SEJO-komplet-za-
-splet.pdf
Snow, C., Barnes, W., Chandler J., Goodman, I. in Hemphill, L. (1991). Unfulfil-
led expectations: Home and school influences on literacy. Cambridge, MA:
Harvard University Press.
Sung, H. in Padilla, A. (1998). Student motivation, parental attitudes, and in-
volvement in the learning of Asian languages in elementary and seconda-
ry schools. The Modern Language Journal (Boulder, Colo.), 82(2), 205–216.
Ule, M. (2015). Vloga staršev v izobraževalnih potekih otrok v Sloveniji. Sodob-
na pedagogika, 66(1), 30–45.
Unesco. (2003). Education in a multilingual world. Education position paper.
Paris: UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000129728
Xuesong, G. (2006). Strategies used by Chinese parents to support English
Language Learning: Voices of ‘Elite’ University Students. Regional Lan-
guage Centre Journal (RELC) 37(3), 285–298.
Young, A. S. (1994). Motivational state and process within the socio-linguistic
context. Unpublished PhD thesis. Birmingham: Aston University.
86
Education: The Role of Dramatic Action-Oriented Tasks. V J. Choi. in S.
Ollerhead (ur), Plurilingualism in Teaching and Learning: Complexities
Across Contexts. New York: Routledge.
Pinter, A. (2009). Teaching young language learners. Oxford: Oxford Universi-
ty Press.
Ruiz de Zarobe, L. in Ruiz de Zarobe, Y. (2015). New perspectives on multilin-
gualism and L2 acquisition: an introduction. Internation Journal of Mul-
tilingualism, 12(4), 393–403.
Rutar Leban, T., Mlekuž, A., Pižorn, K. in Vršnik Perše, T. (2013). Tuji jeziki v
slovenskih osnovnih šolah: rezultati Evropske raziskave o jezikovnih kom-
petencah ESLC 2011. Ljubljana: Pedagoški inštitut.
SEJO, 2011. https://centerslo.si/wp-content/uploads/2015/10/SEJO-komplet-za-
-splet.pdf
Snow, C., Barnes, W., Chandler J., Goodman, I. in Hemphill, L. (1991). Unfulfil-
led expectations: Home and school influences on literacy. Cambridge, MA:
Harvard University Press.
Sung, H. in Padilla, A. (1998). Student motivation, parental attitudes, and in-
volvement in the learning of Asian languages in elementary and seconda-
ry schools. The Modern Language Journal (Boulder, Colo.), 82(2), 205–216.
Ule, M. (2015). Vloga staršev v izobraževalnih potekih otrok v Sloveniji. Sodob-
na pedagogika, 66(1), 30–45.
Unesco. (2003). Education in a multilingual world. Education position paper.
Paris: UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000129728
Xuesong, G. (2006). Strategies used by Chinese parents to support English
Language Learning: Voices of ‘Elite’ University Students. Regional Lan-
guage Centre Journal (RELC) 37(3), 285–298.
Young, A. S. (1994). Motivational state and process within the socio-linguistic
context. Unpublished PhD thesis. Birmingham: Aston University.
86
