[{"id": "ejall-2282", "words": "10110", "extension": ".pdf", "flesch": "42", "author": "Pastor Cesteros, Susanna", "title": "Aprendizaje de contenidos a trav\u00e9s del Espa\u00f1ol como Segunda Lengua en la Educaci\u00f3n Superior: un puente entre la lengua y el conocimiento", "date": "2014", "keywords": "acad\u00e9mico; aprendizaje; como; con; contenidos; de la; del; ense\u00f1anza; espa\u00f1ol; investigaci\u00f3n; las; lengua; los; para; por; que; una; universidad", "summary": "y La evaluaci\u00f3n en la ense\u00f1anza y aprendizaje del espa\u00f1ol como L2 y SL (2008). En \u00a0 tal \u00a0 \u00e1mbito, \u00a0se \u00a0han \u00a0popularizado \u00a0las \u00a0siglas \u00a0CLIL \u00a0(de \u00a0las \u00a0que \u00a0AICLE \u00a0son \u00a0una \u00a0traducci\u00f3n) \u00a0para \u00a0referirse \u00a0a \u00a0Content \u00a0and \u00a0 Language \u00a0Integrated \u00a0Learning, \u00a0aspecto \u00a0que \u00a0ha \u00a0sido \u00a0profusamente \u00a0analizado \u00a0en \u00a0un \u00a0principio \u00a0para \u00a0el \u00a0contexto \u00a0 educativo \u00a0 de \u00a0 primaria \u00a0 y \u00a0 secundaria \u00a0 y, \u00a0 m\u00e1s \u00a0 recientemente, \u00a0 pero \u00a0 con \u00a0 igual \u00a0 intensidad, \u00a0 en \u00a0 el \u00a0 universitario. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2283", "words": "11348", "extension": ".pdf", "flesch": "48", "author": "Bell, Nancy; Pomerantz, Anne", "title": "Reconsidering language teaching through a focus on humor", "date": "2014", "keywords": "classroom; communication; cues; education; humor; interaction; intercultural; journal; kramsch; language; learners; learning; linguistics; play; second; teaching; university; use; ways; york", "summary": "Specifically, we present recent conceptions of language and of communication, and discuss how, in light of these, humor and language play can be used to increase learners\u2019 metalinguistic awareness and expand their communicative/interpretive repertoires. In this paper, we contribute to ongoing efforts to re-conceptualize language education in ways that make use of more robust (and less modernist) theories of language and communication.", "mime": "application/pdf"}, {"id": "ejall-2323", "words": "8298", "extension": ".pdf", "flesch": "62", "author": "Torresan, Paolo", "title": "From out of the drill. Margini di comunicativizzazione del drill", "date": "2014", "keywords": "85-\u00ad\u2010102; agli; alla; alma; attivit\u00e0; caso; che; come; con; cui; dei; del; della; drill; edizioni; esempio; language; lingua; nel; non; pu\u00f2; ripetizione; sono; studenti; torresan; una", "summary": "I I F B B F 3. L\u2019inizio di una pubblicit\u00e0 C J K S M E W 4. Almeno tre MATERIALI Un esercizio strutturale (creato ad hoc o presente in un libro di testo)", "mime": "application/pdf"}, {"id": "ejall-2324", "words": "9723", "extension": ".pdf", "flesch": "47", "author": "Friginal, Eric; Walker, Marsha; Randall, Janet Beth", "title": "Exploring mega-corpora: Google Ngram Viewer and the Corpus of Historical American English", "date": "2014", "keywords": "academic; american; awl; books; coha; corpora; corpus; data; davies; english; google; language; mega-\u00ad\u2010corpora; new; ngram; research; results; studies; texts; viewer; words", "summary": "Sample distributional chart tracking of AWL words from Google Ngram Viewer, 1900s to 2000s FRIGINAL, \u00a0WALKER, \u00a0& \u00a0RANDALL \u00a0 \u00a0 \u00a0 E-\u00ad\u2010JournALL \u00a01 \u00a0(2014), \u00a048-\u00ad\u201068 \u00a0 57 \u00a0 Specifically, \u00a0 for \u00a0 the \u00a0 15 \u00a0 words \u00a0 listed \u00a0 above, \u00a0 Figures \u00a0 4 \u00a0 and \u00a0 5 \u00a0 show \u00a0 a \u00a0 slow \u00a0 decline \u00a0 in \u00a0 their \u00a0 general \u00a0 frequencies \u00a0from \u00a0English \u00a0books \u00a0from \u00a01998 \u00a0to \u00a02008 \u00a0from \u00a0Google \u00a0Ngram \u00a0Viewer. \u00a0 \u00a0 \u00a0 Default search screen of Google Ngram Viewer (http://books.google.com/ngrams) 2.2.", "mime": "application/pdf"}, {"id": "ejall-2325", "words": "8836", "extension": ".pdf", "flesch": "45", "author": "Banzina, Elina; Hewitt, Lynne E.; Dilley, Laura C.", "title": "Using synchronous speech to facilitate acquisition of English rhythm: A small-\u00adscale study", "date": "2014", "keywords": "acquisition; control; del; english; group; instruction; language; patterns; production; research; rhythm; speech; stress; students; study; teaching; technique; time; use", "summary": "Difference in speech rhythm acceptability ratings pre- and post-instruction on a scale from 0 to 100, indicating perceived improvement in speech rhythm in control and experimental groups. Synchronous speech involves teacher and learner speaking in unison continuously, which allows the L2 learner to learn rhythm implicitly and uninterruptedly, and provides rich auditory-visual input, ample motor speech practice and real-time feedback, thereby automatizing rhythm patterns.", "mime": "application/pdf"}, {"id": "ejall-2326", "words": "2151", "extension": ".pdf", "flesch": "41", "author": "Di Ferrante, Laura; Gironzetti, Elisa", "title": "In this issue", "date": "2014", "keywords": "journal; language; learning; teaching", "summary": "E-\u00ad\u2010JournALL \u00a0 is \u00a0 multilingual \u00a0because \u00a0all \u00a0 the \u00a0disciplinary \u00a0areas \u00a0 concern \u00a0both \u00a0 research \u00a0and \u00a0practice \u00a0 in \u00a0 teaching \u00a0and \u00a0 learning \u00a0 English, \u00a0Italian, \u00a0and \u00a0Spanish \u00a0as \u00a0Second \u00a0Languages \u00a0(SL), \u00a0Foreign \u00a0Languages \u00a0(FL), \u00a0and \u00a0Heritage \u00a0Languages \u00a0(HL), \u00a0 thus \u00a0 broadening \u00a0 the \u00a0 scope \u00a0 of \u00a0 the \u00a0 journal \u00a0 beyond \u00a0 just \u00a0 one \u00a0 possible \u00a0 teaching/learning \u00a0 context. \u00a0 Crossing \u00a0boundaries \u00a0and \u00a0bridging \u00a0disciplines: \u00a0E-\u00ad\u2010JournALL, \u00a0EuroAmerican \u00a0Journal \u00a0of Applied \u00a0Linguistics \u00a0and \u00a0Languages \u00a0 In \u00a0this \u00a0first \u00a0editorial \u00a0we \u00a0would \u00a0like \u00a0to \u00a0introduce \u00a0the \u00a0reader \u00a0to \u00a0E-\u00ad\u2010JournALL, \u00a0its \u00a0mission \u00a0and \u00a0objectives, \u00a0 and \u00a0then \u00a0present \u00a0the \u00a0content \u00a0of \u00a0the \u00a0articles \u00a0of \u00a0the \u00a0first \u00a0issue \u00a0and \u00a0how \u00a0they \u00a0fit \u00a0within \u00a0the \u00a0scope \u00a0of \u00a0the \u00a0journal. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2328", "words": "5720", "extension": ".pdf", "flesch": "51", "author": "Brazzolotto, Martina", "title": "Insegnare l\u2019italiano nelle classi multilingue attraverso la matematica. Una riflessione sulla linea del tempo attraverso operazioni matematiche con studenti della scuola primaria", "date": "2014", "keywords": "che; con; dei; del; della; nel; numeri; passato; presente; prossimo; questo; tempo; una", "summary": "Sono \u00a0 stati \u00a0 quindi \u00a0 spiegati \u00a0 i \u00a0 concetti \u00a0 di \u00a0 anteriorit\u00e0 \u00a0 e \u00a0 di \u00a0 posteriorit\u00e0 \u00a0 abbinandoli \u00a0 rispettivamente \u00a0 alla \u00a0 sinistra \u00a0 e \u00a0 alla \u00a0 destra \u00a0 rispetto \u00a0a \u00a0un \u00a0verbo \u00a0scritto \u00a0sulla \u00a0linea \u00a0dei \u00a0numeri. \u00a0 L\u2019intervento \u00a0glottodidattico \u00a0\u00e8 \u00a0stato \u00a0rivolto \u00a0a \u00a0due \u00a0classi \u00a0quinte \u00a0di \u00a0una \u00a0scuola \u00a0primaria \u00a0della \u00a0provincia \u00a0 di \u00a0 Padova, \u00a0 con \u00a0 una \u00a0 media \u00a0 del \u00a0 25% \u00a0 di \u00a0 alunni \u00a0 di \u00a0 diversa \u00a0 provenienza \u00a0 e \u00a0 lingua \u00a0 madre, \u00a0 per \u00a0 un \u00a0 totale \u00a0 di \u00a0 46 \u00a0 studenti. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2364", "words": "3749", "extension": ".pdf", "flesch": "42", "author": "Fil\u0111oki\u0107, Mirjana", "title": "Rese\u00f1a: An\u00e1lisis del portal Practica espa\u00f1ol, un sitio web para el aprendizaje de la lengua y cultura del mundo hispanohablante", "date": "2014", "keywords": "con; del; espa\u00f1ol; las; los; para; por; que; web", "summary": "1 \u00a0Contacto: \u00a0mfildjokic@yahoo.com \u00a0 An\u00e1lisis \u00a0del \u00a0portal \u00a0Practica \u00a0espa\u00f1ol, \u00a0un \u00a0sitio \u00a0web \u00a0para \u00a0el \u00a0aprendizaje \u00a0 de \u00a0la \u00a0lengua \u00a0y \u00a0cultura \u00a0del \u00a0mundo \u00a0hispanohablante \u00a0 MIRJANA \u00a0FIL\u0110OKI\u01061 \u00a0 Universidad \u00a0de \u00a0Barcelona \u00a0 Technology \u00a0review \u00a0 Received \u00a026 \u00a0December \u00a02013; \u00a0received \u00a0in \u00a0revised \u00a0form \u00a09 \u00a0March \u00a02014; \u00a0accepted \u00a08 \u00a0April \u00a02014 \u00a0 ABSTRACT ES Siguiendo los criterios establecidos en las herramientas de evaluaci\u00f3n de recursos multimedia de aprendizaje elaboradas por autores como Dudeney (2002), Fern\u00e1ndez y Juan (2012) Presentaci\u00f3n \u00a0y \u00a0objetivos \u00a0de \u00a0la \u00a0p\u00e1gina \u00a0 La \u00a0p\u00e1gina \u00a0Practica \u00a0espa\u00f1ol \u00a0 (www.practicaespanol.com) \u00a0fue \u00a0 lanzada \u00a0por \u00a0primera \u00a0vez \u00a0en \u00a02006 \u00a0por \u00a0 la \u00a0 Fundaci\u00f3n \u00a0de \u00a0la \u00a0Lengua \u00a0Espa\u00f1ola, \u00a0una \u00a0instituci\u00f3n \u00a0privada \u00a0de \u00a0Espa\u00f1a \u00a0dedicada \u00a0a \u00a0la \u00a0promoci\u00f3n \u00a0y \u00a0difusi\u00f3n \u00a0de \u00a0la \u00a0 lengua \u00a0 y \u00a0 la \u00a0 cultura \u00a0 espa\u00f1olas \u00a0 en \u00a0 otros \u00a0 pa\u00edses \u00a0 del \u00a0 mundo, \u00a0 en \u00a0 colaboraci\u00f3n \u00a0 con \u00a0 el \u00a0 Instituto \u00a0 Cervantes \u00a0 y \u00a0 la \u00a0 Agencia \u00a0EFE. ", "mime": "application/pdf"}, {"id": "ejall-2389", "words": "10801", "extension": ".pdf", "flesch": "51", "author": "Belpoliti, Flavia", "title": "Moving forward: Revisiting the Spanish for High Beginners course", "date": "2015", "keywords": "activities; beginners; class; classes; content; course; group; heritage; information; instruction; journall; language; learners; learning; level; placement; redesign; shb; spanish; students; task; teaching; texas; university", "summary": "Heritage language students: Profiles and possibilities. Gascoigne Lally\u2019s (2001) frank statement regarding the impact of misplacement in students\u2019 performance echoes this statement and emphasizes the relevance of placement in language courses at the Higher Education level: \u201cThe poorly placed student, for instance, often finds him or herself in a classroom where she or he is overwhelmed or under-challenged.", "mime": "application/pdf"}, {"id": "ejall-2401", "words": "8641", "extension": ".pdf", "flesch": "53", "author": "Reznicek-Parrado, Lina M.", "title": "\u201cSpanglish\u201d: Bringing the academic debate into the classroom. Towards critical pedagogy in Spanish heritage instruction", "date": "2015", "keywords": "anle; attitudes; classroom; debate; education; english; espa\u00f1ol; heritage; ingl\u00e9s; journall; language; los; participants; pedagogy; practice; que; spanglish; spanish; speakers; states; students; study; una; united; use", "summary": "ES Lina M. Reznicek-Parrado es profesora asociada y doctoranda en Ling\u00fc\u00edstica Espa\u00f1ola en la Universidad de California, Davis, donde imparte cursos de expresi\u00f3n escrita en espa\u00f1ol y de espa\u00f1ol como lengua de herencia. Some examples of the first subtheme which illustrate unsolicited negative judgments based on the question \u201cWhat did your instructor use in the Spanish HL class?\u201d are as follows: \u201c(Mi instructor) muy raramente (utilizaba el espa\u00f1ol y el ingl\u00e9s a la misma vez)", "mime": "application/pdf"}, {"id": "ejall-2403", "words": "11746", "extension": ".pdf", "flesch": "54", "author": "Perara-Lunde, Molly; Melero-Garc\u00eda, Fernando", "title": "Identidades gramaticales: perspectivas estudiantiles hacia el a prendizaje y uso de gram\u00e1tica en una clase de SHL", "date": "2015", "keywords": "actitudes; algunos; aprendizaje; beaudrie; clase; como; con; cual; de la; de los; del; ducar; en el; ense\u00f1anza; entre; espa\u00f1ol; esta; este; estos; estudiantes; estudio; garc\u00eda; gramaticales; grammar; gram\u00e1tica; hablantes; hacia; han; herencia; heritage; ideolog\u00edas; ingl\u00e9s; journall; la gram\u00e1tica; language; las; lengua; ling\u00fc\u00edsticas; los; los estudiantes; mexico; m\u00e1s; new; nuevo; para; parte; participantes; por; que; sal\u00f3n; seg\u00fan; shl; sobre; son; spanish; sus; tambi\u00e9n; tanto; una; university; uso; variedades", "summary": "Esto ocasiona un debilitamiento de la autoestima de los estudiantes, que causa incomodidad a la hora de usar la lengua en clase o, en casos m\u00e1s graves, el abandono de la lengua completamente. La gram\u00e1tica de los estudiantes de SHL cuenta con unas peculiaridades diferentes a la de los estudiantes como segunda lengua.", "mime": "application/pdf"}, {"id": "ejall-2404", "words": "11437", "extension": ".pdf", "flesch": "51", "author": "Vergara Wilson, Dami\u00e1n; Ibarra, Carlos Enrique", "title": "Understanding the inheritors: The perception of beginning level students toward their Spanish as a Heritage Language program", "date": "2015", "keywords": "beaudrie; beginning; classes; code; communities; community; culture; data; heritage; heritage language; interviews; language; level; mexico; new; participants; program; research; shl; shlls; spanish; students; understanding; university; wilson", "summary": "Beaudrie (2012) highlights two themes that surface in research on student perceptions: the foreign-language learning environment is not adequate or appropriate for SHL learner needs, and discrepancies exist between the expectations of SHL students and programmatic offerings. In the first major study to compare SHL student and teacher perceptions of instructional effectiveness, Beaudrie (2015) once again highlights the importance of student perspectives.", "mime": "application/pdf"}, {"id": "ejall-2405", "words": "6896", "extension": ".pdf", "flesch": "51", "author": "Pascual y Cabo, Diego; DeLaRosa-Prada, Josh", "title": "Understanding the Spanish heritage language speaker/learner", "date": "2015", "keywords": "acquisition; bilingualism; cabo; heritage; heritage language; hss; language; learners; montrul; new; pascual; research; spanish; speakers; states; united; university", "summary": "Heritage languages and their speakers: Opportunities and challenges for linguistics. Romance languages as heritage languages.", "mime": "application/pdf"}, {"id": "ejall-2407", "words": "15951", "extension": ".pdf", "flesch": "65", "author": "Torresan, Paolo", "title": "Analisi (classica, Rasch, dei distrattori) di una prova di lettura a scelta multipla della certificazione di italiano per stranieri CILS", "date": "2015", "keywords": "abbiamo; alla; analisi; anche; anni; autori; b b; c b; c c; candidati; caso; certificazione; che; chiave; cils; come; con; cui; dal; degli; dei; della; dell\u2019item; di livello; di un; diario; difficolt\u00e0; distrattore; giovani; informazioni; item; journall; language; lettura; libro; livello; loro; l\u2019item; multipla; nel; non; nostro; parte; percentuale; pi\u00f9; prova; pu\u00f2; quanto; ragazzi; riferimento; risposta; scelta; scrittori; secondo; sia; sono; stato; sul; suo; tabella; testo; torresan; totale; tra; un item; una; university; valentina; \u00e8 la; \u00e8 un", "summary": "Si potrebbe ribattere che il fatto di non conoscere la parola \u201csforna\u201d non inficia la comprensione del passaggio, posto che un allievo di livello intermedio riesca a dedurre il significato di una parola sconosciuta, facendo leva su indizi contestuali. Va segnalato, in primis, che il passaggio del TM cui l\u2019item fa riferimento \u00e8 espresso con un lessico di bassa frequenza: \u201cL\u2019editoria sforna continuamente giovani autori, pi\u00f9 spesso autrici\u201d; il verbo \u201csfornare\u201d rimanda a una competenza avanzata (livello C).", "mime": "application/pdf"}, {"id": "ejall-2408", "words": "12077", "extension": ".pdf", "flesch": "59", "author": "Rodr\u00edguez, Estrella; Reglero, Lara", "title": "Heritage and L2 processing of person and number features: Evidence from Spanish subject-verb agreement", "date": "2015", "keywords": "agreement; english; group; heritage; hss; language; learners; low; montrul; native; participants; pers; person; processing; reading; results; sentences; spanish; speakers; verb", "summary": "These studies have hinted that HSs may have different linguistic preferences that set them apart from traditional native speakers and L2 groups. In spite of differential rates in heritage oral and written skills, HSs traditionally perform in more target-like ways than L2 groups, even when presented with written acceptability judgment tasks.", "mime": "application/pdf"}, {"id": "ejall-2409", "words": "8611", "extension": ".pdf", "flesch": "46", "author": "Serragiotto, Graziano; Maugeri, Giuseppe", "title": "Communication as a strategic resource to promote Italian Institutes of Culture", "date": "2015", "keywords": "communication; community; cultural; culture; della; identity; iic; iics; institute; italia; journall; language; learning; maugeri; milano; model; needs; network; organization; serragiotto; system", "summary": "It would be unreasonable to overlook the potential that these resources can offer; therefore, drawing on their aim to network with and reach out to potential users, cultural organizations such as IICs should recognized the potential contribution of online communication to avoid falling behind with technological advancements. This represents an innovative approach to instruction and external communication.", "mime": "application/pdf"}, {"id": "ejall-2412", "words": "10902", "extension": ".pdf", "flesch": "55", "author": "Camus, Pablo; Adrada-Rafael, Sergio", "title": "Spanish heritage language learners vs. L2 learners: What CAF reveals about written proficiency", "date": "2015", "keywords": "accuracy; caf; complexity; english; group; heritage; hl learners; language; learners; los; participants; proficiency; results; skills; spanish; speakers; studies; study; task; time; writing", "summary": "In comparing HL and second language (L2) learners, research suggests that L2 learners outperform HL learners when examining writing abilities (Montrul, 2010; Potowski, 2013). However, when it comes to comparing HL and L2 learners\u2019 writing skills, most researchers agree that L2 learners tend to outperform HL learners.", "mime": "application/pdf"}, {"id": "ejall-2413", "words": "7785", "extension": ".pdf", "flesch": "52", "author": "Abolfazli Khonbi, Zainab; Mohammadi, Mohammad", "title": "The relationship between Iranian university EFL students\u2019 multiple intelligences and their use of language learning strategies: An exploratory study", "date": "2015", "keywords": "bodily; efl; intelligences; kinesthetic; language; language learning; learners; learning; learning strategies; llss; multiple; oxford; r(40; strategies; strategy; students; total; use", "summary": "The relationship between Iranian university EFL students\u2019 multiple intelligences and their use of language learning strategies: An exploratory study ZAINAB ABOLFAZLI KHONBI*, MOHAMMAD MOHAMMADI Urmia University Received 10 September 2014; received in revised form 12 December 2014; accepted 20 March 2015 The present research contributes to an increased understanding of the potential relationships between multiple intelligences and the choice and frequency of use of language learning strategies.", "mime": "application/pdf"}, {"id": "ejall-2414", "words": "3646", "extension": ".pdf", "flesch": "44", "author": "Santeusanio, Nicoletta", "title": "Recensione: Bertocchi Daniela, Ravizza Gabriella e Rovida Letizia (2014). Metodi e strumenti per l\u2019insegnamento e l\u2019apprendimento dell\u2019italiano. Napoli, Italia: EdiSES", "date": "2015", "keywords": "abilit\u00e0; alla; anche; bertocchi; capitolo; che; degli; dei; del; della; dell\u2019italiano; italiano; lettura; lingua; linguistica; nel; primo; scuola; stranieri; testo; una; vengono", "summary": "All\u2019interno del capitolo viene evidenziato pi\u00f9 volte il fatto che manchino dei sillabi dettagliati per i diversi ordini e gradi e che gli insegnanti, spesso, si limitino a proporre quanto presente nei manuali, seguendone pedissequamente l\u2019ordine dei contenuti, senza effettuare una vera e propria programmazione che tenga conto della complessit\u00e0 degli \u201coggetti\u201d da presentare. Contenuti del Capitolo 3 Nel terzo capitolo, dal titolo La didattica della riflessione sulla lingua: fondamenti e proposte, l\u2019autrice Letizia Rovida all\u2019inizio prende in esame la normativa scolastica e il Quadro di Riferimento INVALSI per cercare di comprendere meglio che cosa si intenda per \u201criflessione sulla lingua\u201d, notando che essa non riguarda solo la grammatica intesa in senso proprio, ma anche la testualit\u00e0, la sociolinguistica e la pragmatica, e osservando che i contenuti vengono riproposti in maniera ciclica nei diversi ordini e gradi senza che vi siano", "mime": "application/pdf"}, {"id": "ejall-2415", "words": "1852", "extension": ".pdf", "flesch": "43", "author": "Mura, Angela", "title": "Rese\u00f1a: Vera Luj\u00e1n, Agust\u00edn y Blanco Rodr\u00edguez, Mercedes (2014). Cuestiones de pragm\u00e1tica en la ense\u00f1anza del espa\u00f1ol como 2/L. Madrid, Espa\u00f1a: Arco/Libros.", "date": "2015", "keywords": "como; del; ense\u00f1anza; espa\u00f1ol; las; lenguas; los; pragm\u00e1tica; que; una", "summary": "Los autores insisten, en esta secci\u00f3n, en las implicaciones de la teor\u00eda de los actos de habla en el desarrollo de la metodolog\u00eda de ense\u00f1anza de lenguas de orientaci\u00f3n comunicativa y su utilizaci\u00f3n en los criterios de selecci\u00f3n de contenidos en los libros de texto de ense\u00f1anza del espa\u00f1ol como lengua extranjera. Esta nueva visi\u00f3n tiene en cuenta una amplia gama de unidades discursivas diferentes -desde la unidad m\u00ednima (el enunciado) hasta la unidad m\u00e1xima (el texto)- que se miran bajo el prisma de la teor\u00eda de los actos de habla.", "mime": "application/pdf"}, {"id": "ejall-2429", "words": "3704", "extension": ".pdf", "flesch": "53", "author": "Bernstein, Katie A.", "title": "Review: F\u00e4cke, Christian (Ed). (2014). Manual of language acquisition. Berlin/Boston: de Gruyter", "date": "2015", "keywords": "acquisition; chapters; english; f\u00e4cke; language; language acquisition; learning; linguistics; manual; romance; teaching; theory", "summary": "The last two sections of the manual move from language acquisition theory to overviews of where and by whom Romance languages are spoken, taught, and learned. 2. Chapters on language acquisition theory The first three sections of the manual\u2014Language Acquisition (chapters 1-6), First Language Acquisition (chapters 7-9), and Second Language Acquisition (chapters 10-18)\u2014are composed of chapters that seek to provide overviews of current theoretical topics relevant to language acquisition.", "mime": "application/pdf"}, {"id": "ejall-2432", "words": "3787", "extension": ".pdf", "flesch": "47", "author": "Birello , Marilisa", "title": "Recensione: Chini, Marina e Bosisio, Cristina (2014). Fondamenti di glottodidattica. Apprendere e insegnare le lingue oggi. Roma, Italia: Carocci.", "date": "2015", "keywords": "capitolo; certificazioni; che; con; cui; degli; della; education; fondamenti; formazione; glottodidattica; insegnanti; italiano; language; lingua; linguistica; nel; paragrafo; una; volume", "summary": "90-95 93 (Dipl\u00f4me approfondi de langue fran\u00e7aise), e il TCF (Test de connaissance du fran\u00e7ais). Il PEL \u00e8 composto da tre sezioni: il passaporto linguistico, la biografia linguistica e il dossier.", "mime": "application/pdf"}, {"id": "ejall-2433", "words": "2998", "extension": ".pdf", "flesch": "47", "author": "Pizziconi, Sergio", "title": "Review: Fiorentino, Giuliana and Bruni, Filippo (Eds.) (2013). Didattica e tecnologie. Studi, percorsi e proposte. Roma, Italia: Carocci", "date": "2015", "keywords": "bruni; chapter; education; language; learning; new; teaching; technologies; use; web", "summary": "It is also constructivist the conviction that educators\u2019 project ability plays a major role in a successful use of new technologies because each step of the process can be assessed against the first planning and consequently revised. The final chapter, by Oronza Perniola, sketches Italian and European governmental projects intended to promote the use of new technologies in educational contexts.", "mime": "application/pdf"}, {"id": "ejall-2435", "words": "13046", "extension": ".pdf", "flesch": "63", "author": "Smith Stvan, Laurel; John, Suganthi", "title": "Learning English bare singulars: Data in the L2 classroom", "date": "2016", "keywords": "article; bare; bscns; corpus; count; count nouns; data; english; forms; frequency; home; john; journall; language; learners; mass; nouns; number; phrases; prison; school; singular; students; stvan; table; use; uses; work", "summary": "Table 11 Number of correct responses when bare nouns should be identified as ungrammatical Question Correct response (UK) Correct response (US) 9 (*at library) 32 (52%) 82 (62%) 10 (at the library) 36 (58%) 98 (74%) 15 (at the museum) 45 (73%) 107 (82%) 16 (*at museum) 44 (71%) 90 (69%) Table 12 Number of correct responses when bare nouns should be identified as grammatical Question Correct response (UK) Correct response (US) 1 (in prison) 46 (74%) 105 (80%) 5 (to school) 49 (79%) 106 (81%) 7 (at school) 50 (80%) 95 (72%) 11 (on campus) 37 (59%) 101 (77%) 13 (at home) 53 (85%) 112 (85%) 19 (at church) 40 (64%) 84 (64%)", "mime": "application/pdf"}, {"id": "ejall-2438", "words": "997", "extension": ".pdf", "flesch": "33", "author": "Forchini, Pierfranca", "title": "Review: Friginal Eric & Hardy, Jack A. (2014). Corpus-based sociolinguistics: A guide for students. New York and London: Routledge", "date": "2015", "keywords": "corpus; del; sociolinguistics", "summary": "Sus intereses giran en torno a la interfaz l\u00e9xico-gram\u00e1tica del lenguaje hablado y cinematogr\u00e1fico, la fraseolog\u00eda y la fonolog\u00eda del ingl\u00e9s americano, la ling\u00fc\u00edstica de corpus, la ling\u00fc\u00edstica contrastiva y la traducci\u00f3n audiovisual. She currently lectures in English Linguistics at Universit\u00e0 Cattolica del Sacro Cuore, Milan, Italy.", "mime": "application/pdf"}, {"id": "ejall-2443", "words": "2183", "extension": ".pdf", "flesch": "35", "author": "Ruiz-S\u00e1nchez, Carmen", "title": "Review: Silva-Corval\u00e1n, Carmen. (2014). Bilingual language acquisition: Spanish and English in the first six years. New York, New York: Cambridge University Press.", "date": "2015", "keywords": "acquisition; bilingual; corval\u00e1n; english; language; siblings; silva; spanish", "summary": "Her detailed examination of complex linguistic domains that involve the acquisition of syntactic, semantic, and pragmatic factors in Spanish provides valuable insights into Spanish language acquisition in general and deepens our knowledge of bilingual acquisition and language heritage phenomena in particular. Silva- Corval\u00e1n\u2019s book, Bilingual language acquisition: Spanish and English in the first six years, on the examination of the emerging grammars of English and Spanish of two bilingual siblings makes a significant contribution to the study of early bilingual language development.", "mime": "application/pdf"}, {"id": "ejall-2445", "words": "2530", "extension": ".pdf", "flesch": "37", "author": "Fionda, Maria I.", "title": "Review: Austin, Jennifer, Blume, Mar\u00eda, & S\u00e1nchez, Liliana (2015). Bilingualism in the Spanish-speaking world: Linguistic and cognitive perspectives. Cambridge, United Kingdom: Cambridge University Press.", "date": "2015", "keywords": "authors; bilingualism; book; chapter; cognitive; language; research; spanish", "summary": "The chapter then proceeds with a discussion of the various criteria used to classify bilinguals, followed by a review of the research on how second languages are acquired, addressing differences from first-language acquisition and the critical period hypothesis. Maria I. Fionda, The University of Mississippi maria.fionda@gmail.com EN Maria I. Fionda earned her doctoral degree in Spanish linguistics at the University of Florida, where she researched individual differences in second language processing among low-proficiency adult native English learners of Spanish.", "mime": "application/pdf"}, {"id": "ejall-2446", "words": "2225", "extension": ".pdf", "flesch": "42", "author": "Henshaw, Florencia G.", "title": "Review: Beaudrie, Sara, Ducar, Cynthia, & Potowski, Kim (2014). Heritage language teaching: Research and practice. New York, New York: McGraw Hill.", "date": "2015", "keywords": "chapter; heritage; language; learners; research; teaching", "summary": "The authors then explain in attainable terms important phenomena like attrition and language contact, which are fundamental to helping HL educators better understand not only why certain features are present in HL learners\u2019 linguistic production, but more importantly, why HL learners should not be considered deficient or incomplete speakers of the target language. The premise of the book is that HL learners are fundamentally different from second language (L2) learners, and the most common differences between the two are explained at length in chapter 3.", "mime": "application/pdf"}, {"id": "ejall-2448", "words": "12350", "extension": ".pdf", "flesch": "53", "author": "Garc\u00eda Ag\u00fcero, Alba Nalleli", "title": "Marcadores discursivos indicadores de cortes\u00eda de la variedad mexicana. Un enfoque pluric\u00e9ntrico para su ense\u00f1anza en ELE", "date": "2016", "keywords": "acuerdo; algunos; as\u00ed; bueno; como; con; con el; con la; conversacionales; cortes\u00eda; de cortes\u00eda; de la; de los; de m\u00e9xico; decir; del; del espa\u00f1ol; dentro; discursivos; discurso; ejemplo; el de; en el; en la; entre; espa\u00f1a; espa\u00f1ol; esta; este; estos; estudiantes; est\u00e1; funciones; funci\u00f3n; garc\u00eda; hablante; imagen; interlocutor; javier; journall; las; lengua; ling\u00fc\u00edstica; los; los marcadores; manera; marcadores; marcadores de; marcadores que; mart\u00edn; mexicana; m\u00e9xico; para; parte; pero; por; pueden; pues; que; que el; que los; que se; qu\u00e9; sobre; son; tambi\u00e9n; una; unidades; uso; variedad; verbal; y la; \u00e1ndale; \u00f3rale", "summary": "Propiciar la formulaci\u00f3n de hip\u00f3tesis sobre el funcionamiento de algunos marcadores discursivos de la oralidad de la variedad mexicana Un enfoque pluric\u00e9ntrico para su ense\u00f1anza en ELE ALBA NALLELI GARC\u00cdA AG\u00dcERO*1 Universit\u00e4t Bern Received 10 September 2015; received in revised form 28 February 2016; accepted 10 July 2016 ABSTRACT ES En este art\u00edculo se discute la importancia que comportan la ense\u00f1anza y la adquisici\u00f3n de los marcadores discursivos conversacionales para el desarrollo de la competencia comunicativa de los estudiantes de E/LE.", "mime": "application/pdf"}, {"id": "ejall-2449", "words": "1343", "extension": ".pdf", "flesch": "50", "author": "Attardo, Salvatore", "title": "Humor, language, and pedagogy: An introduction to this special issue", "date": "2016", "keywords": "attardo; classroom; humor; language; research; salvatore", "summary": "Despite much research on the role of humor in the L2 classroom (see Bell, 2017; Bell & Pomerantz, 2016 for reviews), the conclusion of several major meta-analyses of the field of humor and teaching (Martin, Preiss, Gayle, & Allen, 2006; Banas, Dunbar, Rodriguez, & Liu, 2011; McMorris, Boothroyd, & Pietrangelo, 1997) is that, as Bell and Pomerantz (2016) plaintively put it, \u201cit has been difficult to connect the use of humor to increased learning\u201d (p. 101). Banas et al. strike a marginally more optimistic note, concluding that the empirical evidence for the effects of humor on learning is considerably more mixed, with some scholars finding that humor enhances learning (. . .) and others finding no relationship between learning from humor\u201d (2011, p. 131).", "mime": "application/pdf"}, {"id": "ejall-2450", "words": "1816", "extension": ".pdf", "flesch": "46", "author": "Monami, Elena", "title": "Recensione: Diadori, Pierangela, Palermo, Massimo e Troncarelli, Donatella (2015). Insegnare l\u2019italiano come seconda lingua. Roma, Italia: Carocci.", "date": "2016", "keywords": "capitolo; che; del; della; dell\u2019italiano; didattica; italiano; lingua; nel; stranieri; volume", "summary": "i limiti, il formato e la spendibilit\u00e0. Alla luce di tutto ci\u00f2 possiamo senz\u2019altro affermare che l\u2019opera di Diadori, Palermo e Troncarelli costituisce un eccellente strumento nell\u2019ambito della ricerca e della didattica dell\u2019italiano per stranieri: gli argomenti sono trattati in modo rigorosamente scientifico e altrettanto accessibile a coloro che, a vario livello, operano in questo campo.", "mime": "application/pdf"}, {"id": "ejall-2451", "words": "8316", "extension": ".pdf", "flesch": "44", "author": "Balboni, Paolo E.", "title": "Etica nell\u2019approccio, nel metodo, nelle azioni dell\u2019educazione linguistica", "date": "2014", "keywords": "abbiamo; alla; anche; approccio; azioni; balboni; che; che \u00e8; cio\u00e8; come; competenza; comunicativa; con; cui; cultura; dei; della; dell\u2019educazione; des; di una; dimensione; esempio; essere; etica; eticamente; gli; glottodidattica; italia; journall; language; lingua; linguistica; mondo; nel; nelle; nell\u2019educazione; non; ogni; persona; pu\u00f2; quanto; quella; questo; quindi; riflessione; secondo; sia; solo; sono; sopra; studente; sua; sulla; tra; una; uno; valutazione; verifica; \u00e8 un", "summary": "(La nostra posizione \u00e8 che una didattica che non consideri almeno l\u2019opposizione tra personalit\u00e0 olistiche e analitiche, induttive e deduttive, estroverse ed introverse non rispetta la verit\u00e0 della natura delle persone e non cerca il bene di coloro che, nelle diadi sopra, vengono trascurate). Il regista dell\u2019educazione linguistica L\u2019insegnante \u00e8 la figura di supporto all\u2019intero schema grafico visto sopra, colui che evita che si inclini troppo da un lato focalizzando la lingua/cultura e le sue regole, le sue propriet\u00e0, le sue convenzioni, o dall\u2019altro lato consentendo allo studente di impadronirsi della lingua, usandola sciattamente, commettendo errori che vanno accettati purch\u00e9 si comunichi, e cos\u00ec via.", "mime": "application/pdf"}, {"id": "ejall-2454", "words": "3189", "extension": ".pdf", "flesch": "45", "author": "Ferrarotti, Laura", "title": "Review: Farrell, Thomas S. C. (2015). Reflective language teaching: From research to practice. London, New York: Bloomsbury.", "date": "2016", "keywords": "action; chapter; classroom; language; practices; reflection; research; students; teachers; teaching", "summary": "In particular, the book\u2019s manual-like style and user-friendly presentation make this text a helpful resource for language teachers from different educational and cultural backgrounds, ranging from mother-tongue teachers and experts in applied linguistics, to non-native teachers, to TESOL students and trainers, and graduate students in applied linguistics. Reflective language teaching: From research to practice.", "mime": "application/pdf"}, {"id": "ejall-2456", "words": "2879", "extension": ".pdf", "flesch": "43", "author": "Rodriguez Nuero , Salvador", "title": "Rese\u00f1a: \u00dabeda Mansilla, Paloma y Escribano Ortega, Mar\u00eda Luisa (2015). Arquitectura y construcci\u00f3n. Espa\u00f1ol acad\u00e9mico y profesional. Madrid, Espa\u00f1a: Edinumen.", "date": "2016", "keywords": "actividades; arquitectura; como; con; contenidos; del; espa\u00f1ol; fines; las; lengua; los; madrid; manual; m\u00e1s; nos; para; por; que; una; unidad; universidad", "summary": "No cabe duda que estos escenarios ofrecen un campo muy adecuado para desarrollar actividades comunicativas atractivas y motivadoras, que los mismos estudiantes habr\u00e1n desarrollado en su propia lengua, y que, por lo tanto, pueden facilitar el aprendizaje. Una primera secci\u00f3n, Comunicaci\u00f3n, dirigida a activar el conocimiento contextual latente, sit\u00faa al estudiante en el espacio concreto y con los objetos, sujetos y actividades con los que se puede encontrar, para posteriormente presentar una comprensi\u00f3n lectora (o auditiva) sobre un di\u00e1logo o conversaci\u00f3n articulada de formas diversas y que permite poner en funcionamiento el conocimiento activado.", "mime": "application/pdf"}, {"id": "ejall-2457", "words": "10355", "extension": ".pdf", "flesch": "62", "author": "Hess Zimmermann, Karina", "title": "Is this a joke? Metalinguistic reflections on verbal jokes during the school years", "date": "2016", "keywords": "ability; children; content; development; disjunctor; example; grade; hess; humor; impact; jokes; language; new; non; participants; reflections; responses; school; text; years", "summary": "Moreover, lexical jokes were easier to understand and analyze than syntactical jokes, especially for younger participants. Lexical jokes are based on a semantic ambiguity of a word or linguistic expression.", "mime": "application/pdf"}, {"id": "ejall-2458", "words": "13791", "extension": ".pdf", "flesch": "53", "author": "Hale, Adrian", "title": "The risks and rewards of teaching with humour in Western Sydney: Adapting pedagogy to complex demographics", "date": "2016", "keywords": "course; data; educational; educator; english; experience; face; feedback; humour; journall; language; learning; overall; power; social; staff; students; sydney; teaching; unit; university; use; uws; uws students; western", "summary": "This potentiality is extremely difficult to assess, but it is important to consider at this point that the potential for English language deficit, for UWS students, is quite high. However, once the failure rate is factored into the equation, there is some more corroborating evidence: at between 25-30% failure rate for all first years (a failure rate 5-10% above the national tertiary average), UWS students are clearly underprepared for the linguistic demands of university (Grebennikov & Skaines, 2008).", "mime": "application/pdf"}, {"id": "ejall-2459", "words": "2921", "extension": ".pdf", "flesch": "38", "author": "Bacon, Chris K.", "title": "Review: Gramling, David (2016). The invention of monolingualism. New York, New York: Bloomsbury Academic.", "date": "2018", "keywords": "book; chapter; college; gramling; invention; language; linguistics; monolingualism; studies", "summary": "This chapter grapples with the degree to which the increasingly popular \u201csoft multilingualism\u201d (Noorani, 2013), which has proven highly marketable in current world literature, actually disrupts literary monolingualism, or whether this trend merely reifies the concept of monolingualism by commodifying its opposition. Ellis (2006) reviewed scholarly literature on monolingualism, identifying three major representations: 1) Monolingualism as the \u201cunmarked case,\u201d or a norm against which multilingualism is set as the exception; 2) Monolingualism as a limitation on cognitive, communicative, social or vocational potential; 3) Monolingualism as a dangerous phenomenon with detrimental effects on social and educational policy.", "mime": "application/pdf"}, {"id": "ejall-2461", "words": "11205", "extension": ".pdf", "flesch": "45", "author": "Prada, Josh; Turnbull, Blake", "title": "The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education ", "date": "2018", "keywords": "bilingual; bilingualism; classroom; contexts; education; garc\u00eda; journal; language; language education; learners; learning; monolingual; new; practices; speaker; students; teaching; translanguaging; turn; university; use", "summary": "A multilingual classroom with such an orientation would also incorporate Cook\u2019s (2002) view of language learners as language users with multicompetence: a notion that helps us rethink the negative connotations associated with the deficiency of being a learner, as well as a shift of focus away from idealizing the native speaker as the target model of THE ROLE OF TRANSLANGUAGING IN THE MULTILINGUAL TURN E-JournALL 5(2) (2018), pp. 8-23 11 successful communicative competence. Garc\u00eda and Li Wei (2014) emphasize that, regardless of context, language learners are not learning a separate language; instead, they are taking control of their own learning to appropriate and assimilate new languaging strategies and unique meaning-making resources.", "mime": "application/pdf"}, {"id": "ejall-2465", "words": "4543", "extension": ".pdf", "flesch": "40", "author": "Prada, Josh; Nikula, Tarja", "title": "Introduction to the special issue: On the transgressive nature of translanguaging pedagogies", "date": "2018", "keywords": "classroom; clil; education; garc\u00eda; issue; language; learning; new; practices; transgressive; translanguaging; university; wei", "summary": "Their discussion of tensions and struggles involved remind us of challenges that transforming language practices can trigger, yet there are also obvious transgressive aspects through problematization of language and monoglossic views of multilingualism by teachers and their students alike. As translanguaging gains traction in language education, its political and ideological implications are becoming central considerations to researchers and practitioners.", "mime": "application/pdf"}, {"id": "ejall-2466", "words": "11624", "extension": ".pdf", "flesch": "52", "author": "Duarte, Joana; G\u00fcnther-van der Meij, Mirjam", "title": "A holistic model for multilingualism in education", "date": "2018", "keywords": "approaches; class; classroom; der; design; duarte; dutch; education; english; frisian; instruction; isra; knowledge; language; learning; migrant; minority; model; multilingualism; new; polish; project; pupils; research; school; teacher; teaching; translanguaging; van", "summary": "Due to the complex language ecology of our research setting (Duarte & G\u00fcnther-van der Meij, 2018), which derives both from an increase in different languages and from the tensions in promoting a regional minority language in education, a holistic model for multilingualism in education was developed in order to work with teachers in developing tailored interventions that tackle new needs in language education. Linking multilingual language learning to content knowledge across the curriculum supports higher understanding of teachers for the basic requirement of language education as transversal task.", "mime": "application/pdf"}, {"id": "ejall-2472", "words": "10543", "extension": ".pdf", "flesch": "53", "author": "Dang, Tien Ngoc Dung", "title": "Impact of the usage of Vietnamese consonant-vowel (CV) structure on the intelligibility of Vietnamese speakers of English", "date": "2018", "keywords": "application; consonant; cvl; dang; efl; english; errors; intelligibility; language; pronunciation; research; second; speakers; speech; structure; syllable; syllable structure; test; transcript; university; vietnamese; vowel; words", "summary": "Do syllable word errors influence Vietnamese speakers\u2019 intelligibility on an English pronunciation test? The table shows that the \u201care\u201d appears in the 50 transcripts written by all the ten listeners, indicating that the variant [\u0251:] from the /\u0186:l/ is almost certainly resulted from the application of Vietnamese open syllables to produce the English closed syllable CVL. - /Il/", "mime": "application/pdf"}, {"id": "ejall-2474", "words": "9347", "extension": ".pdf", "flesch": "55", "author": "G\u00f3mez-Ortiz, Mar\u00eda-Jos\u00e9", "title": "Estudio comparativo de las met\u00e1foras del deporte y el juego en la prensa econ\u00f3mica y pol\u00edtica espa\u00f1ola e inglesa", "date": "2018", "keywords": "actividad; apuestas; carreras; como; con; contexto; de la; del; del deporte; deporte; deporte y; dominio; econom\u00eda; econ\u00f3mica; el juego; en el; en la; entre; espa\u00f1ol; este; estudio; fuente; general; idea; ingl\u00e9s; juego; la econom\u00eda; la pol\u00edtica; language; las; las met\u00e1foras; lengua; los; meta; metaphors; met\u00e1foras; m\u00e1s; para; pol\u00edtica; prensa; que; que se; sobre; t\u00e9rminos; una; y de; y el; y la", "summary": "La estrategia y la negociaci\u00f3n Juego de apuestas El riesgo En espa\u00f1ol, los resultados muestran la preferencia por los t\u00e9rminos procedentes del dominio fuente de la vela para expresar en el dominio meta la intenci\u00f3n de orientar o explicar a los ciudadanos, en una funci\u00f3n divulgativa, c\u00f3mo se deber\u00eda llevar el rumbo de la econom\u00eda y de la pol\u00edtica, muchas veces con una idea de incertidumbre en el fondo. El presente trabajo estudia las met\u00e1foras del deporte y del juego en el contexto de la econom\u00eda y la pol\u00edtica y m\u00e1s concretamente en la prensa espa\u00f1ola e inglesa en los \u00faltimos a\u00f1os, coincidiendo con la todav\u00eda actual crisis econ\u00f3mica y su intento de explicarla por parte de los responsables pol\u00edticos y periodistas especialistas.", "mime": "application/pdf"}, {"id": "ejall-2478", "words": "10259", "extension": ".pdf", "flesch": "48", "author": "Rold\u00e1n-Riejos, Ana; \u00dabeda Mansilla, Paloma", "title": "El l\u00e9xico de la ingenier\u00eda y su aprendizaje: estudio exploratorio", "date": "2018", "keywords": "alumnos; an\u00e1lisis; aprendizaje; asiento; b\u00e1sico; colocaciones; como; comprensi\u00f3n; con; con el; construcci\u00f3n; de la; de los; del; ejemplos; el significado; en el; enfoque; english; entre; espa\u00f1ol; este; estudio; forma; funcional; ingenier\u00eda; ingenier\u00eda de; ingl\u00e9s; journall; la ingenier\u00eda; language; las; learning; lenguaje; lenguas; ling\u00fc\u00edstica; los; l\u00e9xicas; l\u00e9xico; mansilla; medio; met\u00e1fora; m\u00e1s; objetos; para; parte; por; pueden; que; que el; riejos; rold\u00e1n; significado; tipo; t\u00e9cnico; una; uso; y la; \u00e1mbito; \u00fabeda", "summary": "Con el fin de facilitar el aprendizaje del vocabulario, se proporciona a los alumnos abundante material aut\u00e9ntico y ejemplos estructurados secuencialmente, que se compone de: 1) Material escrito: tomado de libros de ingenier\u00eda, as\u00ed como art\u00edculos de revistas del sector de la construcci\u00f3n en ingl\u00e9s, procedentes de la biblioteca de la universidad, en formato papel y electr\u00f3nico. Estudio l\u00e9xico-sem\u00e1ntico Para llevar a cabo el estudio l\u00e9xico-sem\u00e1ntico de los ejemplos anteriormente citados, en primer lugar, se categoriza contextualmente el subdominio al que cada ejemplo pertenece, as\u00ed cortina est\u00e1 dentro del subdominio de la hidrolog\u00eda, que a su vez est\u00e1 comprendido en el dominio de la ingenier\u00eda de la construcci\u00f3n.", "mime": "application/pdf"}, {"id": "ejall-2479", "words": "4245", "extension": ".pdf", "flesch": "38", "author": "Belpoliti, Flavia", "title": "Rese\u00f1a: Ling\u00fc\u00edstica hisp\u00e1nica actual: libro de texto, gu\u00eda did\u00e1ctica y portal digital", "date": "2018", "keywords": "actividades; actual; basols; cada; cap\u00edtulo; centrales; como; con; del; espa\u00f1ol; gu\u00eda; hisp\u00e1nica; introducci\u00f3n; investigaci\u00f3n; lacorte; las; lengua; ling\u00fc\u00edstica; ling\u00fc\u00edstica hisp\u00e1nica; los; mu\u00f1oz; para; por; portal; proyecto; que; secciones; sobre; temas; una", "summary": "El cap\u00edtulo 6 describe la evoluci\u00f3n del espa\u00f1ol por medio de conceptos centrales de la ling\u00fc\u00edstica diacr\u00f3nica; de especial inter\u00e9s resultan las secciones 6.4, el cambio de las sibilantes y de la yod en el devenir de la lengua del castellano medieval al espa\u00f1ol moderno, y la secci\u00f3n 6.6 que explora los pr\u00e9stamos l\u00e9xicos que han ingresado al vocabulario espa\u00f1ol a lo largo de su historia. Los primeros seis cap\u00edtulos presentan el estudio de la ling\u00fc\u00edstica hispana en t\u00e9rminos generales a partir de los campos tradicionales que van desde las unidades m\u00ednimas hasta la lengua en uso: conceptos centrales de ling\u00fc\u00edstica general y sus \u00e1reas disciplinares en el cap\u00edtulo 1, fon\u00e9tica y fonolog\u00eda del espa\u00f1ol en el cap\u00edtulo 2; morfolog\u00eda espa\u00f1ola en el cap\u00edtulo 3; sintaxis en el cap\u00edtulo 4; sem\u00e1ntica y pragm\u00e1tica en el cap\u00edtulo 5, y la historia de la lengua espa\u00f1ola en el cap\u00edtulo 6.", "mime": "application/pdf"}, {"id": "ejall-2485", "words": "2103", "extension": ".pdf", "flesch": "36", "author": "Mendiz\u00e1bal de la Cruz, Nieves", "title": "Rese\u00f1a: Trovato, Giuseppe (2016). Mediaci\u00f3n ling\u00fc\u00edstica y ense\u00f1anza de espa\u00f1ol/LE. Cuadernos de did\u00e1ctica del espa\u00f1ol/LE. Madrid: Arco/Libros. ", "date": "2017", "keywords": "como; competencia; con; del; espa\u00f1ol; las; lenguas; ling\u00fc\u00edstica; los; mediaci\u00f3n; para; que; una", "summary": "Para ello destaca la interpretaci\u00f3n de conferencias, de car\u00e1cter monol\u00f3gico y unidireccional; la interpretaci\u00f3n de enlace bilateral, dentro de contextos dial\u00f3gicos con el cambio constante de c\u00f3digo ling\u00fc\u00edstico; la mediaci\u00f3n oral de car\u00e1cter informal; la interpretaci\u00f3n de signos, carteles, mensajes escritos y men\u00fas, que consiste en la transcodificaci\u00f3n y reformulaci\u00f3n de la informaci\u00f3n de la lengua extranjera a la lengua materna a partir de los elementos de comunicaci\u00f3n aut\u00e9nticos; la traducci\u00f3n a la vista y la oralizaci\u00f3n de un texto escrito en lengua A a lengua B. En lo que se refiere a la tipolog\u00eda de mediaci\u00f3n ling\u00fc\u00edstica escrita, destaca la traducci\u00f3n general, la traducci\u00f3n profesional, el resumen de textos, la par\u00e1frasis de textos y la traducci\u00f3n pedag\u00f3gica con fines did\u00e1cticos, como tipo de mediaci\u00f3n entre el contenido gramatical y los aprendices. El tema de la competencia mediadora no ha sido tratado en profundidad hasta que en el a\u00f1o 2002 el Consejo de Europa encarg\u00f3 la elaboraci\u00f3n del documento de referencia para las lenguas (MCER), en el que se habla de la destreza de mediaci\u00f3n en paralelo a las destrezas de comprensi\u00f3n oral y escrita, expresi\u00f3n oral y escrita e interacci\u00f3n, dentro de la m\u00e1s amplia competencia ling\u00fc\u00edstica y comunicativa.", "mime": "application/pdf"}, {"id": "ejall-2490", "words": "2268", "extension": ".pdf", "flesch": "47", "author": "Di Ges\u00fa, Floriana", "title": "Rese\u02dc\u00f1a: Bailini, Sonia (2016). La interlengua de lenguas afines. El espa\u00f1ol de los italianos, el italiano de los espa\u00f1oles. Milano: LED. ", "date": "2017", "keywords": "an\u00e1lisis; como; con; corpus; criterios; del; espa\u00f1ol; interlengua; las; lenguas; los; por; que; una", "summary": "la psicoling\u00fc\u00edstica, la ling\u00fc\u00edstica te\u00f3rica, la socioling\u00fc\u00edstica, la did\u00e1ctica de la lengua y el an\u00e1lisis de errores. En el Cap\u00edtulo 2 encontramos, como afirma la autora, \u201cuna rese\u00f1a bibliogr\u00e1fica razonada de los principales an\u00e1lisis de la interlengua y de los errores de aprendientes italianos de espa\u00f1ol lengua extranjera\u201d (p. 59).", "mime": "application/pdf"}, {"id": "ejall-2492", "words": "20674", "extension": ".pdf", "flesch": "58", "author": "Torresan, Paolo; Fasura, Vivian", "title": "Indagine sull\u2019ascolto ripetuto", "date": "2020", "keywords": "-\u00ad\u2010; 70\u2013111; alla; ascolto; brano; cfr; che; classe; competenza; comprensione; con; confronto; cui; dei; del; della; e-\u00ad\u2010journall; format; gli; humphris; incremento; krashen; language; listening; non; nuclei; pi\u00f9; prima; ripetuto; rispetto; scarto; seconda; socializzazione; somministrazione; sono; studenti; tabella; testo; torresan; una", "summary": "Lo studio rapporta la percentuale di comprensione, audizione dopo audizione, a tre ordini di variabili: la calibrazione del testo, la presenza di uno scambio con i compagni, il numero di volte in cui il testo viene ascoltato. Esiste, \u00a0 infatti, \u00a0 una \u00a0 correlazione \u00a0 tra \u00a0 l\u2019abilit\u00e0 \u00a0 di \u00a0 comprendere \u00a0un \u00a0testo \u00a0orale \u00a0e \u00a0l\u2019abilit\u00e0 \u00a0di \u00a0lettura \u00a0(Badian, \u00a01999; \u00a0Bozorgian, \u00a02012), \u00a0e \u00a0pure \u00a0tra \u00a0la \u00a0stessa \u00a0abilit\u00e0 \u00a0di \u00a0 comprensione \u00a0orale \u00a0e \u00a0l\u2019abilit\u00e0 \u00a0di \u00a0produzione \u00a0orale \u00a0(Lynch, \u00a01996; \u00a0Rost, \u00a01994). \u00a0 \u00a0", "mime": "application/pdf"}, {"id": "ejall-2494", "words": "2425", "extension": ".pdf", "flesch": "42", "author": "Padilla, Lillie Vivian", "title": "Rese\u00f1a: Macedo, Donaldo (Ed.) (2019). Decolonizing foreign language education: The misteaching of English and other colonial languages. Routledge. ", "date": "2020", "keywords": "ense\u00f1anza; las; lenguas; los; que", "summary": "Sus intereses de investigaci\u00f3n incluyen la socioling\u00fc\u00edstica, la pedagog\u00eda de las lenguas de herencia, la traducci\u00f3n y la adquisici\u00f3n de segundas lenguas. 112\u2013115 113 \u00a0 En \u00a0una \u00a0oleada \u00a0de \u00a0la \u00a0lucha \u00a0contra \u00a0la \u00a0brutalidad \u00a0policial, \u00a0el \u00a0racismo, \u00a0la \u00a0desigualdad \u00a0y \u00a0las \u00a0violaciones \u00a0de \u00a0 los \u00a0 derechos \u00a0 humanos, \u00a0 el \u00a0 libro \u00a0Decolonizing \u00a0 Foreign \u00a0 Language \u00a0 Education, \u00a0 editado \u00a0por \u00a0Donaldo \u00a0Macedo, \u00a0 no \u00a0 podr\u00eda \u00a0 haber \u00a0 llegado \u00a0 en \u00a0 mejor \u00a0 momento. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2508", "words": "5312", "extension": ".pdf", "flesch": "40", "author": "Borro, Ilaria; Conti, Sergio; Fiorenza, Elisa", "title": "Ripensare l\u2019insegnamento delle lingue straniere a partire dall\u2019esperienza della didattica a distanza: introduzione al numero speciale", "date": "2021", "keywords": "alla; anche; apprendenti; borro; che; come; con; cui; dad; degli; delle; delle lingue; didattica; distanza; docenti; graal; language; learning; lingue; nel; nella; numero; ricerca; roma; sia; speciale; studenti; studi; teaching; tre; una; universit\u00e0; valutazione", "summary": "\u00c8 membro attivo di GRAAL (Gruppo di Ricerca e Azione sull\u2019Apprendimento delle Lingue), nel cui contesto contribuisce all\u2019organizzazione di eventi di formazione per docenti di lingua e al sostegno di attivit\u00e0 di ricerca, con lo scopo di diffondere una didattica delle lingue con salde basi scientifiche ed empiriche. BorroContiFiorenza_8.2 E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages Special Issue, Volume 8, Issue 2, November 2021, 1-8 ISSN 2376-905X http://doi.org/10.21283/2376905X.14.262 www.e-journall.org \u00a9 Borro 2021.", "mime": "application/pdf"}, {"id": "ejall-2509", "words": "1922", "extension": ".pdf", "flesch": "49", "author": "Olevano, Alessandra", "title": "Recensione: Diadori, Pierangela (2015). Insegnare italiano L2 a religiosi cattolici. L'italiano lingua veicolare nella Chiesa e la formazione linguistica del clero. Firenze, Italia: Le Monnier \u2013 Mondadori.", "date": "2017", "keywords": "chiesa; della; lingua; l\u2019italiano; religiosi", "summary": "Sus l\u00edneas de investigaci\u00f3n son la historia del pensamiento ling\u00fc\u00edstico, la ling\u00fc\u00edstica jesuita en los pa\u00edses de Am\u00e9rica Latina entre 1600 y 1700, las gram\u00e1ticas del idioma malt\u00e9s y la did\u00e1ctica del italiano. \u00a0 Rossi \u00a0Leonardo, \u00a0& \u00a0Wank \u00a0Robert \u00a0(2010) \u00a0La \u00a0diffusione \u00a0dell\u2019italiano \u00a0nel \u00a0mondo \u00a0attraverso \u00a0la \u00a0religione \u00a0e \u00a0la \u00a0chiesa \u00a0 cattolica: \u00a0 ricerche \u00a0 e \u00a0 nuove \u00a0prospettive. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2510", "words": "18957", "extension": ".pdf", "flesch": "51", "author": "Nuzzo, Elena; Santoro, Elisabetta", "title": "Apprendimento, insegnamento e uso di competenze pragmatiche in italiano L2/LS: la ricerca a partire dagli anni Duemila", "date": "2017", "keywords": "alla; anche; apprendenti; atti; che; competenza; con; corpus; cura; dati; degli; dei; della; dell\u2019italiano; discorsivi; e di; gli; italiano; lingua; linguistici; livello; modificatori; nativi; nel; non; nuzzo; parlanti; parte; pi\u00f9; pragmatica; richieste; risultati; santoro; segnali; sono; studi; tra; una", "summary": "Lo \u00a0 studio \u00a0 di \u00a0 Pernas, \u00a0 Gillani \u00a0 e \u00a0 Cacchione \u00a0 (2011) \u00a0 riporta \u00a0 dapprima \u00a0 i \u00a0 risultati \u00a0 di \u00a0 un\u2019osservazione \u00a0 sull\u2019acquisizione \u00a0 dei \u00a0 segnali \u00a0 discorsivi \u00a0 da \u00a0 parte \u00a0 di \u00a0 apprendenti \u00a0 ispanofoni, \u00a0 per \u00a0 poi \u00a0 passare \u00a0 in \u00a0 rassegna \u00a0 i \u00a0 manuali \u00a0di \u00a0italiano \u00a0pi\u00f9 \u00a0usati \u00a0nelle \u00a0scuole \u00a0spagnole \u00a0che \u00a0insegnano \u00a0lingue \u00a0straniere \u00a0agli \u00a0adulti, \u00a0con \u00a0particolare \u00a0 riferimento \u00a0alla \u00a0dimensione \u00a0testuale \u00a0e \u00a0ai \u00a0segnali \u00a0discorsivi \u00a0in \u00a0particolare. \u00a0 Studi \u00a0Italiani \u00a0di \u00a0Linguistica \u00a0Teorica \u00a0e \u00a0Applicata, \u00a0XLIII(1), \u00a0153-\u00ad\u2010167. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2517", "words": "10250", "extension": ".pdf", "flesch": "60", "author": "La Russa, Francesca; Nuzzo, Elena", "title": "Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration", "date": "2021", "keywords": "english; example; feedback; gar; italian; knowledge; language; learners; learning; mig; peer; pie; pwcf; students; tap; teaching; use; writing; yeah", "summary": "okay but ## xx> because:: ehm # mm # from my perspective is just that Recanati is one village but Cinque Terre are five # < I mean nation is composed of people # animated # so::: GEN:", "mime": "application/pdf"}, {"id": "ejall-2518", "words": "12118", "extension": ".pdf", "flesch": "53", "author": "Del Bono, Federica; Bonvino, Elisabetta", "title": "Dalla valutazione in DaD alle scale di valutazione dell\u2019adeguatezza", "date": "2021", "keywords": "abilit\u00e0; alcuni; alla; alle; anche; apprendenti; aspetti; attivit\u00e0; bono; bonvino; cfr; che; come; competenza; con; cui; dad; degli; dei; della; della valutazione; didattica; difficolt\u00e0; distanza; docenti; esempio; essere; figura; funzionale; hanno; infatti; inoltre; invece; journall; kuiken; language; lingua; linguistico; modalit\u00e0; nel; non; parte; performance; pi\u00f9; presenza; problemi; produzione; prove; quanto; questo; risultati; roma; scale; scritta; sia; sono; strumenti; tabella; task; termini; testo; tipo; tra; tre; una; valutare; valutazione; vedder; verifica", "summary": "Vengono usati alcuni riferimenti anaforici, ma non sempre in modo adeguato (per es. pi\u00f9 di due frasi di seguito contengono lo stesso soggetto esplicito, che risulta ridondante oppure non lo esplicitano quando \u00e8 necessario). Ha conseguito il Dottorato di Ricerca in Linguistica presso \u00c9cole Pratique des Hautes \u00c9tudes (Parigi).", "mime": "application/pdf"}, {"id": "ejall-2519", "words": "10798", "extension": ".pdf", "flesch": "37", "author": "Peppoloni, Diana", "title": "Caratteristiche e implicazioni di una glottodidattica mobile. Un possibile quadro teorico-metodologico di riferimento", "date": "2021", "keywords": "agli; alla; alle; anche; apprendenti; apprendimento; attivit\u00e0; capacit\u00e0; caratteristiche; che; ci\u00f2; classe; come; comunicazione; con; contesti; corso; cos\u00ec; cui; dal; degli; dei; della; della lingua; di lingua; di una; dispositivi; dispositivi mobili; distanza; docente; essere; gli; gli studenti; glottodidattica; glottodidattica mobile; gruppo; hulme; il docente; journall; kukulska; language; language learning; learning; lingua; lingua target; linguistico; loro; l\u2019uso; mall; mobile; mobile e; modalit\u00e0; nel; non; parte; peppoloni; percorso; pi\u00f9; possono; propri; pu\u00f2; quali; questo; riflessione; risultati; sia; strumenti; studenti; studio; sui; sulla; tali; target; tecnologie; tra; una", "summary": "Al contrario, gli studenti co-costruiscono nuovi concetti e idee assieme al docente, sviluppando la loro capacit\u00e0 di comprensione sulla base di una miscela di conoscenze pregresse e attuali. Se adeguatamente impiegato dal docente di lingua, esso dovrebbe condurre a un maggior confronto e a una pi\u00f9 ampia capacit\u00e0 relazionale tra gli apprendenti e tra questi e il docente, anche al di fuori della classe di lingua e, quindi, dei contesti di studio tradizionali.", "mime": "application/pdf"}, {"id": "ejall-2520", "words": "10345", "extension": ".pdf", "flesch": "45", "author": "Gasparini, Alice", "title": "Usabilit\u00e0 ed efficacia di ambienti di apprendimento digitale in ambito linguistico", "date": "2021", "keywords": "alla; alle; ambienti; analytics; apprendenti; apprendimento; attivit\u00e0; canzoni; che; ci\u00f2; come; con; contenuti; corso; cui; dal; dati; degli; dei; del; della; dell\u2019usabilit\u00e0; didattica; digitale; discenti; figura; gasparini; gli; hanno; italiano; journall; language; learning; lingua; linguistico; loro; moodle; navigazione; nel; non; pagina; parte; pedagogica; pi\u00f9; quanto; questo; quindi; ricerca; risorse; seconda; sia; sistema; software; sono; stati; studenti; studio; tra; una; universit\u00e0; usabilit\u00e0; utenti; valutazione; viene; visite; web; wordpress", "summary": "L\u2019usabilit\u00e0 descrive e misura la facilit\u00e0 d\u2019uso di un sistema (Nielsen, 1994), un fattore cruciale nel determinare una buona o cattiva esperienza dell\u2019utente e dello studente all\u2019interno del sito o dell\u2019ambiente formativo. I principali aspetti innovativi del lavoro sono l\u2019impiego di un sistema non deputato alla formazione, il CMS WordPress, allestito per diventare un ambiente di apprendimento e lo strumento utilizzato per la raccolta dei dati quantitativi.", "mime": "application/pdf"}, {"id": "ejall-2522", "words": "2387", "extension": ".pdf", "flesch": "44", "author": "Gasca Jim\u00e9nez, Laura", "title": "Rese\u00f1a: Garc\u00eda, Ofelia, Ibarra Johnson, Susanna, & Seltzer, Kate (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, Pennsylvania: Caslon.", "date": "2018", "keywords": "cap\u00edtulo; garc\u00eda; language; las; los; new; para; por; que; translanguaging; translenguar; york", "summary": "Sin embargo, The translanguaging classroom: Leveraging student bilingualism for learning, editado por Ofelia Garc\u00eda, Susana Ibarra Johnson y Kate Seltzer, destaca por ser el primero en brindar un puente entre la teor\u00eda y la pr\u00e1ctica mediante explicaciones concisas sobre las bases te\u00f3ricas del translenguar y pautas detalladas para su implementaci\u00f3n. Resulta particularmente relevante para el campo de la ense\u00f1anza de lenguas de herencia, \u00e1rea en la que proliferan las propuestas que promueven el multiling\u00fcismo y la inclusi\u00f3n de las experiencias previas de los estudiantes (p. ej., Leeman, 2018).", "mime": "application/pdf"}, {"id": "ejall-2523", "words": "2694", "extension": ".pdf", "flesch": "49", "author": "Guerrero-Rodriguez, Paola", "title": "Rese\u00f1a: Mazak, Catherine M. & Carroll, Kevin S. (Eds.). (2017). Translanguaging in higher education. Beyond monolingual ideologies. Bristol, United Kingdom: Multilingual Matters. ", "date": "2018", "keywords": "cap\u00edtulo; como; con; del; education; este; estudiantes; language; las; lenguas; los; pr\u00e1cticas; que; transling\u00fcismo; transling\u00fc\u00edsticas; una", "summary": "Continuando con el estudio de la percepci\u00f3n de los docentes hacia las pr\u00e1cticas transling\u00fc\u00edsticas, en el cap\u00edtulo nueve Doiz y Lasagabaster presentan las opiniones de 13 maestros de ingl\u00e9s del Pa\u00eds Vasco, Espa\u00f1a, con respecto al uso de la lengua materna en un contexto donde el ingl\u00e9s es el medio de instrucci\u00f3n (pp. 162-163). Mediante el an\u00e1lisis de textos escritos y orales \u2014la presentaci\u00f3n de Power Point usada por el profesor Liu y el audio de la grabaci\u00f3n de la presentaci\u00f3n\u2014 los autores muestran como el uso estrat\u00e9gico de recursos bi/multiling\u00fces, as\u00ed como de multimodalidades en un contexto bi/multiling\u00fce, puede facilitar la comunicaci\u00f3n intercultural y el desarrollo de un lenguaje acad\u00e9mico por parte de hablantes biling\u00fces emergentes (p. 177).", "mime": "application/pdf"}, {"id": "ejall-2524", "words": "4341", "extension": ".pdf", "flesch": "42", "author": "Scibetta, Andrea", "title": "Recensione: Firpo, Elena, & Sanfelici, Laura (2016). La visione eteroglossica del bilinguismo: spagnolo lingua d\u2019origine e Italstudio. Modelli e prospettive tra gli Stati Uniti e l\u2019Italia. Milano, Italia: Edizioni Universitarie Lettere Economia Diritto - Lingue Culture Mediazioni.", "date": "2018", "keywords": "alla; bilingue; bilinguismo; capitolo; che; come; contesto; degli; dei; del; della; d\u2019origine; ispanofoni; italiano; language; li.lo; lingua; linguistica; nel; parte; progetto; spagnolo; studenti; sul; translanguaging; una; viene", "summary": "da parte degli studenti ispanofoni, il miglioramento delle abilit\u00e0 di studio (accompagnato allo sviluppo di abilit\u00e0 di riflessione metalinguistica) e la conoscenza e l\u2019uso delle TIC (Tecnologie dell\u2019Informazione e della Comunicazione). e del plurilinguismo.", "mime": "application/pdf"}, {"id": "ejall-2526", "words": "3835", "extension": ".pdf", "flesch": "44", "author": "Carbonara, Valentina", "title": "Recensione: Mazzaferro, Gerardo (Ed.). (2018). Translanguaging as everyday practice. Cham, Switzerland: Springer.", "date": "2018", "keywords": "anche; carbonara; che; con; contributo; cui; degli; dei; del; della; fra; gli; language; libro; lingua; linguistica; mazzaferro; nel; non; practice; pratiche; presenta; ricerca; siena; studio; translanguaging; una; universit\u00e0; uno", "summary": "I suoi interessi di ricerca sono il bilinguismo, l\u2019apprendimento precoce delle lingue, la metodologia CLIL e il translanguaging. Il contributo si conclude con una riflessione sull\u2019importanza di promuovere un approccio pedagogico basato sulla non separazione fra cognitivo ed emotivo, mente e corpo e abilit\u00e0 linguistiche.", "mime": "application/pdf"}, {"id": "ejall-2529", "words": "10011", "extension": ".pdf", "flesch": "63", "author": "Torresan, Paolo", "title": "Insidie nella confezione di un cloze mirato. Appunti a partire dall\u2019osservazione di cloze morfolessicali della certificazione di italiano per stranieri CELI", "date": "2016", "keywords": "alla; anche; cambridge; candidato; cappuccino; caso; celi; certificazione; che; chiavi; cloze; come; competenza; con; confezione; cui; cvcl; dal; dei; del; della; deve; di un; essere; figura; insidie; invece; italiano; item; journall; language; latte; lettore; lettura; livello; mirato; nei; nel; non; oller; parola; parte; pi\u00f9; prescrizione; problemi; propria; pu\u00f2; risposte; secondo; sono; testo; torresan; un cloze; una; university", "summary": "43-63 52 Si dir\u00e0, a ragione, che il cloze non \u00e8 un test di lettura; piuttosto mira a valutare una competenza specifica. indica che il NE ha un dubbio o non considera necessaria l\u2019aggiunta di una parola.", "mime": "application/pdf"}, {"id": "ejall-2531", "words": "11959", "extension": ".pdf", "flesch": "48", "author": "Sponchiado, Dario", "title": "Cronaca di una lezione annunciata: process drama e glottodrama tra passato e sperimentazioni odierne", "date": "2016", "keywords": "agli; alla; altri; anche; attivit\u00e0; attraverso; capacit\u00e0; che; classe; college; colorado; come; con; con il; copione; corso; cos\u00ec; cui; dal; degli; dei; del; della; di un; didattica; drama; drama e; durante; e il; e la; essere; figura; film; gli; gli studenti; glottodrama; grado; gruppo; hanno; il drama; il glottodrama; il process; infatti; infine; inoltre; italia; italiano; journall; language; learning; lingua; loro; metodo; modo; nel; non; ogni; parte; personaggio; pi\u00f9; prima; process; process drama; progetto; proprio; punto; pu\u00f2; quanto; questo; quindi; role; ruolo; sia; solo; sono; sponchiado; stesso; straniera; studenti; studio; sua; sulla; teatrale; teatro; tempo; testo; tra; tutti; una; uno; video", "summary": "Il teacher in role ha ben presente il suo canovaccio, ma gli studenti ovviamente non sanno cosa aspetti loro e sono liberi di agire e rispondere ai vari input come ritengono pi\u00f9 opportuno. Nella Figura 2, l\u2019area colorata della freccia rappresenta il grado di libert\u00e0 nella produzione orale: minore \u00e8 l\u2019estensione, minore \u00e8 la libert\u00e0 e viceversa.", "mime": "application/pdf"}, {"id": "ejall-2538", "words": "16713", "extension": ".pdf", "flesch": "51", "author": "Spaliviero, Camilla", "title": "Teaching Italian as a second language through digital storytelling: Students\u2019 perceptions towards izi.TRAVEL", "date": "2022", "keywords": "activities; artifacts; audio; city; data; development; digital; dst; group; guide; italian; item; izi.travel; journall; language; learning; linguistic; multimodal; project; reading; research; skills; storytelling; students; teaching; text; tour; use; venice; writing; \u25cb \u25cb", "summary": "Table 4 The Content of Students\u2019 Multimodal Artifacts Sense Point of interest Written text Image Oral text Touch - Bars in Santa Margherita square - Bars in Santo Stefano square - La Fenice theatre - Franchetti palace - Mocenigo palace - San Barnaba street - Lido beaches - The joining of students\u2019 hands as a symbol of friendship - The warmth of a cappuccino - A half full bottle of Italian wine due to the early closing of bars - The velvet armchairs of the theatre - An art exhibition made of wax - The velvet costumes of the XIII Century - An old metal doorknocker - The sand and the sea water - Joining of hands - A bottle of wine - Hands holding a coffee cup - The furniture of the theatre - A work of art made of wax - Venetian costumes - A doorknocker - Students walking barefoot on the beach Students\u2019 audios of themselves reading the scripts Hearing - A private garden in Dorsoduro neighbourhood - Churches and bars in Santa Margherita square - Churches and bars near the Squero (boatyard) - The Zattere footpath - The bus station - A student\u2019s house during a quarantine period - The tweeting of the birds in the morning - The ringing of the church bells in the night - The sounds of the coffee machine and of the waiters\u2019 voices - The singing of the seagulls - The sirens warning before high tide - The noise of the marine traffic - Trees outside students\u2019 balcony - Bell towers - A seagull - An espresso on the bar counter - Local newspaper headlines about high tide - Ferry boats in a Venetian canal Original recordings of: - birds - church bells - seagulls - high tide sirens - ferry boats Taste A selection of: - typical Venetian bars - typical Venetian restaurants - ethnic restaurants The history, the ingredients, and the sensations regarding: - Venetian drinks - Venetian dishes (such as the discovery of the carbonara without cream) - ethnic dishes - Bar interiors - Restaurant interiors - Drinks - Dishes Students\u2019 audios of themselves reading the scripts STUDENTS\u2019 PERCEPTIONS TOWARDS IZI.TRAVEL E-JournALL, 9(1) (2022), pp. Participants were a small group of students studying Italian as an L2 as part of a master\u2019s program at an Italian university.", "mime": "application/pdf"}, {"id": "ejall-2540", "words": "2830", "extension": ".pdf", "flesch": "39", "author": "Gesuato, Sara", "title": "Review: Trubnikova, Victoriya, & Garofolin, Benedetta. (2020). Lingua e interazione. Insegnare la pragmatica a scuola [Language and interaction. Teaching pragmatics at school]. Edizioni ETS.", "date": "2022", "keywords": "book; gesuato; language; pragmatics; school; section; teachers; teaching; volume", "summary": "Targeting first language (L1), second language (L2), and foreign language (FL) teachers, the volume starts by introducing key concepts in pragmatics, providing an overview of theoretical notions in communicative competence, and drawing pedagogical implications from these notions. The book then reports findings from a survey conducted among language teachers on their views on and experience with the teaching of linguistic pragmatics.", "mime": "application/pdf"}, {"id": "ejall-2544", "words": "12372", "extension": ".pdf", "flesch": "50", "author": "Bhattacharya, Usree; Pradana, Wisnu A.; Wei, Xing; Tarquinio, Daniel; Datta, Olivia; Anderson, Kaleigh; Cruz-D\u00edaz, Nicole", "title": "Medical communication and advocacy through eye-tracking AAC: Implications for applied linguistics", "date": "2022", "keywords": "aac; aac device; communication; del; device; education; example; eye; georgia; head; health; individuals; information; journall; kalika; language; linguistics; page; parents; reports; research; rett; rett syndrome; speech; study; syndrome; tracking; university; use; words", "summary": "Through an applied linguistics lens that centers the analysis of language use, we construct a case report capturing how Kalika, a child with Rett syndrome, offers medical information. Desde la perspectiva de la ling\u00fc\u00edstica aplicada que analiza el uso del lenguaje, construimos un caso cl\u00ednico que captura c\u00f3mo Kalika, una ni\u00f1a con s\u00edndrome de Rett, proporciona informaci\u00f3n m\u00e9dica.", "mime": "application/pdf"}, {"id": "ejall-2549", "words": "16884", "extension": ".pdf", "flesch": "52", "author": "Giacosa, Antonella", "title": "Clarification and repair in emergency remote EFL classes", "date": "2021", "keywords": "analysis; chat; cla; classes; classroom; communication; conversation; data; education; efl; ere; extract; face; hampel; interaction; language; learning; lecturer; lesson; online; oral; repair; self; sequence; student; studies; study; teacher; video", "summary": "(to the lecturer) what\u2019s invoice? Lecturer [10:21]: it\u2019s fattura Student 1 [10:21]: Sorry, I got confused with another word Lecturer [10:22]: maybe it\u2019s mail voice # from Student 2 to Everyone [10:23] voice mail Lecturer [10:23]: yes it\u2019s voice mail thank you, Student 2 (name) # from student 2 to Everyone [10:24] aah okay In turn, students experienced new ways to participate in lessons and interact with instructors.", "mime": "application/pdf"}, {"id": "ejall-2551", "words": "3071", "extension": ".pdf", "flesch": "46", "author": "Ornaghi, Valentina", "title": "Review: Trentin, G. (2020). Didattica con e nella rete. Dall\u2019emergenza all\u2019uso ordinario. Franco Angeli.", "date": "2021", "keywords": "assessment; language; learning; online; resources; students; teachers; teaching; use", "summary": "After showing how online resources can enhance students\u2019 interaction and collaborative learning, the book illustrates how to plan and design online teaching activities, how to carry out assessment, and how teachers can use online resources for professional growth. From the emergency to everyday use) examines the opportunities that online resources can offer to teaching and learning, as well as to teachers\u2019 training.", "mime": "application/pdf"}, {"id": "ejall-2552", "words": "2467", "extension": ".pdf", "flesch": "44", "author": "Casentini, Marco", "title": "Recensione: Russel, Victoria & Murphy-Judy, Kathryn (2020). Teaching language online. Routledge.", "date": "2021", "keywords": "anche; autrici; capitolo; che; corso; degli; del; delle; didattica; line; lingue; nel; non; roma; studenti; una", "summary": "Palabras clave: ENSE\u00d1ANZA DE LENGUAS, ENSE\u00d1ANZA REMOTA, ADDIE \ud83d\udd82 Marco Casentini, Sapienza Universit\u00e0 di Roma marco.casentini@uniroma1.it RECENSIONE: TEACHING LANGUAGE ONLINE E-JournALL, 8(2) (2021), pp. Una volta completata la descrizione delle prime tre fasi del modello ADDIE, nel terzo capitolo viene illustrato come adattare le pratiche di didattica tradizionale (in presenza) gi\u00e0 note in letteratura all\u2019insegnamento di una lingua attraverso corsi misti (in presenza e on-line) o solamente a distanza, in particolare per quel che riguarda le abilit\u00e0 orali, notoriamente pi\u00f9 critiche.", "mime": "application/pdf"}, {"id": "ejall-2554", "words": "12914", "extension": ".pdf", "flesch": "55", "author": "Bondarenko, Margaryta; Butera, Brianna; Rao, Rajiv", "title": "Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish", "date": "2022", "keywords": "/k/; /ptk/; /t/; acquisition; english; groups; heritage; hss; l1 english; l1 spanish; lag; language; mean; polish; results; spanish; speakers; table; task; ukrainian; values; vot; vot values", "summary": "Given that both Ukrainian and Polish, like Spanish and unlike English, are characterized by short-lag VOT, data were collected from six Ukrainian HSs and 11 Polish HSs in their heritage language (HL), in English, and in Spanish to compare potential effects of the HL on L3 VOT production. y la L3, y 2) competencia ling\u00fc\u00edstica en la L3.", "mime": "application/pdf"}, {"id": "ejall-2563", "words": "15745", "extension": ".pdf", "flesch": "53", "author": "Walker, Talia", "title": "Investigating the performance of emailed apologies by Australian learners of Italian", "date": "2022", "keywords": "act; apologies; apology; apology strategies; communication; data; dct; email; english; example; expression; italian; journall; language; learners; non; nuzzo; offence; olshtain; paper; participants; performance; repair; research; speakers; speech; strategies; strategy; typology", "summary": "Key words: APOLOGIES, APOLOGY STRATEGIES, APOLOGY TYPOLOGY, AUSTRALIAN LEARNERS OF ITALIAN, EMAILED APOLOGIES ES Este estudio examina las estrategias elegidas por discentes australianos de italiano en las disculpas enviadas por e-mail. Through an analysis of emailed apologies elicited from a group of 42 intermediate and advanced Australian learners of Italian, this paper presents a typology of apologies in email communication.", "mime": "application/pdf"}, {"id": "ejall-2564", "words": "12866", "extension": ".pdf", "flesch": "55", "author": "Marocchini, Eleonora", "title": "Politeness strategies in complaints in Italian: A study on IFL learners and Italian native speakers", "date": "2017", "keywords": "act; complaints; data; expression; italian; judgment; language; learners; modifiers; nnss; nss; nuzzo; participants; politeness; reparation; request; study; terms; type; use", "summary": "Together, \u00a0these \u00a0results \u00a0seem \u00a0to \u00a0suggest \u00a0that \u00a0it \u00a0is \u00a0easier \u00a0for \u00a0NNSs \u00a0to \u00a0be \u00a0native-\u00ad\u2010like \u00a0when \u00a0choosing \u00a0the \u00a0 type \u00a0 of \u00a0 complaint \u00a0 to \u00a0 perform \u00a0 than \u00a0 when \u00a0 deciding \u00a0 how \u00a0 to \u00a0 express \u00a0 judgement \u00a0 and \u00a0 how \u00a0 to \u00a0 downgrade \u00a0 complaints \u00a0through \u00a0modification. \u00a0 The \u00a0tendency \u00a0among \u00a0NSs \u00a0to \u00a0prefer \u00a0the \u00a0judgment-\u00ad\u2010only \u00a0type \u00a0of \u00a0complaint \u00a0also \u00a0confirms \u00a0Nuzzo\u2019s \u00a0(2007) \u00a0 analysis \u00a0 of \u00a0 a \u00a0 corpus \u00a0 of \u00a0 Italian \u00a0 L1, \u00a0 where \u00a0 65,4% \u00a0 of \u00a0 complaints \u00a0 were \u00a0 judgment-\u00ad\u2010only, \u00a0 as \u00a0 opposed \u00a0 to \u00a0 25,9% \u00a0 judgment-\u00ad\u2010and-\u00ad\u2010request \u00a0cases, \u00a0and \u00a0just \u00a0a \u00a08,7% \u00a0request-\u00ad\u2010only \u00a0cases \u00a0(p. \u00a0121), \u00a0which \u00a0in \u00a0this \u00a0study \u00a0were \u00a0used \u00a0even \u00a0 less \u00a0(in \u00a0favor \u00a0of \u00a0the \u00a0combined \u00a0form). \u00a0 \u00a0", "mime": "application/pdf"}, {"id": "ejall-2565", "words": "10290", "extension": ".pdf", "flesch": "50", "author": "Ottaviani, Anna Vittoria; Vedder, Ineke", "title": "La protesta in italiano L2: un caso di autoapprendimento della pragmatica", "date": "2017", "keywords": "alla; anche; che; con; dei; della; esterni; gli; interni; italiano; lira; modificatori; nel; non; pi\u00f9; pragmatica; protesta; quanto; role-\u00ad\u2010play; sono; tempo; tra; una", "summary": "Sei studenti universitari di madrelingua olandese si sono cimentati, sulla piattaforma multimediale online LIRA, in un percorso di autoapprendimento della pragmatica relativo all\u2019atto della protesta in italiano L2. [S\u00ec aspetta] un attimo solo dai (MD) lasciami vedere qua che stavo guardando con calma questa tanto non \u00e8 che ci siam soffermate pi\u00f9 di tanto eh?", "mime": "application/pdf"}, {"id": "ejall-2567", "words": "11982", "extension": ".pdf", "flesch": "56", "author": "Cort\u00e9s Vel\u00e1squez, Diego", "title": "Cancelar una cita como estrategia de rechazo postergado: resultados e implicaciones did\u00e1cticas de un estudio transcultural", "date": "2017", "keywords": "cancelaci\u00f3n; cita; colombianos; como; con; de la; del; dos; en la; entre; espa\u00f1ol; este; estudio; grupo; italianos; las; los; m\u00e1s; para; por; que; situaci\u00f3n; social; subacto; tabla; una; valor", "summary": "Sus \u00e1reas de investigaci\u00f3n incluyen la intercompresi\u00f3n entre lenguas romances, la pragm\u00e1tica transcultural y la did\u00e1ctica de lenguas por tareas. Mi si \u00e8 allagata la casa N/A Nota: El hablante expone el motivo de la cancelaci\u00f3n haciendo referencia a un impedimento no especificado o a un imprevisto gen\u00e9rico o a un imprevisto del que espec\u00edfica la naturaleza.", "mime": "application/pdf"}, {"id": "ejall-2568", "words": "3285", "extension": ".pdf", "flesch": "45", "author": "Valentini, Ada", "title": "Recensione: Santoro, Elisabetta & Vedder, Ineke (a cura di). (2016). Pragmatica e interculturalit\u00e0 in italiano lingua seconda. Firenze, Italia: Franco Cesati Editore.", "date": "2017", "keywords": "che; della; italiano; nel; pragmatica; tra; una", "summary": "Percorsi e strategie di acquisizione (a cura di Anna Giacalone Ramat, 2003, Roma: Carocci), di Verso una nuova lingua (a cura di Cecilia Andorno e Ada Valentini, 2017, Torino: Utet Universit\u00e0) e di numerosi altri lavori sull\u2019acquisizione di lingue seconde e sulla struttura dell\u2019informazione. \u00a0 \u00a0 Si \u00a0tratta \u00a0di \u00a0un \u00a0ambito \u00a0\u2013 \u00a0a \u00a0dire \u00a0il \u00a0 vero \u00a0\u2013 \u00a0ancora \u00a0un \u00a0poco \u00a0 \u2018sguarnito\u2019 \u00a0anche \u00a0perch\u00e9 \u00a0\u00e8 \u00a0solo \u00a0da \u00a0poco \u00a0pi\u00f9 \u00a0di \u00a0un \u00a0decennio \u00a0che \u00a0 il \u00a0 tema \u00a0ha \u00a0 iniziato \u00a0a \u00a0 destare \u00a0 interesse \u00a0 tra \u00a0 coloro \u00a0 che \u00a0 si \u00a0 occupano \u00a0 di \u00a0 acquisizione \u00a0 e \u00a0 insegnamento \u00a0 dell\u2019italiano, \u00a0 dentro \u00a0 e \u00a0 fuori \u00a0 d\u2019Italia, \u00a0grazie \u00a0anche \u00a0alla \u00a0pubblicazione \u00a0nel \u00a02006 \u00a0di \u00a0Usare \u00a0un\u2019altra \u00a0lingua. ", "mime": "application/pdf"}, {"id": "ejall-2569", "words": "3948", "extension": ".pdf", "flesch": "36", "author": "Torregrossa, Jacopo", "title": "Review: Chini, Marina (a cura di). (2015). Il parlato in (italiano) L2:aspetti pragmatici e prosodici. [(Italian) L2 spoken discourse: Prosodic and pragmatic aspects]. Milano, Italia: Franco Angeli.", "date": "2017", "keywords": "discourse; italian; language; learners; prosodic; speakers; volume", "summary": "Key words: L2 PROSODY, L2 PRAGMATICS, INTERACTION IN L2, INFORMATION STRUCTURE, DISCOURSE STRUCTURE ES Este volumen, editado por Marina Chini, sirve como foro para la discusi\u00f3n entre acad\u00e9micos cuyas investigaciones se centran en la prosodia y pragm\u00e1tica entre una lengua y otra. Palabras clave: PROSODIA L2, PRAGM\u00c1TICA L2, INTERACCI\u00d3N EN L2, ESTRUCTURA INFORMATIVA, ESTRUCTURA DEL DISCURSO IT", "mime": "application/pdf"}, {"id": "ejall-2570", "words": "16478", "extension": ".pdf", "flesch": "52", "author": "Escalante, Chelsea", "title": "\u00a1Ya pu\u00e9[h]! Perception of coda-/s/ weakening among L2 and heritage speakers in coastal Ecuador", "date": "2018", "keywords": "/s/; /s/-weakening; arrival; aspiration; coda; context; english; experience; exposure; factor; final; frequency; hlls; individual; language; learners; level; participants; perceive; perception; proficiency; research; results; second; spanish; speakers; studies; study; time; university; variable; variation; word", "summary": "The location of study abroad experience was found to play a significant role in perception of the aspirated /s/, with greater acceptance of the aspirated variants as legitimate forms of Spanish /s/ among those learners with prior experience in /s/-weakening regions. El comportamiento de la /s/ implosiva en el habla de Caracas.", "mime": "application/pdf"}, {"id": "ejall-2571", "words": "12489", "extension": ".pdf", "flesch": "48", "author": "Musanti, Sandra I.; Cavazos, Alyssa G.", "title": "\u201cSiento que siempre tengo que regresar al ingl\u00e9s\u201d: Embracing a translanguaging stance in a Hispanic-serving institution", "date": "2018", "keywords": "bilingual; bilingualism; cavazos; como; con; course; del; design; education; english; garc\u00eda; journall; knowledge; language; las; learning; los; moves; musanti; new; practices; que; rafael; repertoire; research; sandra; spanish; stance; students; teachers; teaching; texas; translanguaging; translingual; use; writing; year", "summary": "Deseo que los estudiantes analicen y reflexionen sobren sus propias experiencias como escritores y lectores y que reconozcan que estas experiencias tienen el mismo peso y validez que las fuentes acad\u00e9micas. I\u2019m very happy with everyone who helped me achieve the English language; no matter what language I learn, I will always love my Spanish because fue el idioma con el que crec\u00ed, con que el que mis papas me ense\u00f1aron, y con el que alg\u00fan d\u00eda le ense\u00f1are a mis hijos a ser grandes personas.", "mime": "application/pdf"}, {"id": "ejall-2572", "words": "9721", "extension": ".pdf", "flesch": "44", "author": "Panzarella, Gioia; Sinibaldi, Caterina", "title": "Translation in the language classroom: Multilingualism, diversity, collaboration", "date": "2018", "keywords": "activities; classroom; competence; english; italian; language; language classroom; language teaching; learners; learning; multilingualism; panzarella; skills; students; target; teaching; text; translation; united; university; use", "summary": "By engaging in translation activities as collaborative practices, language students can work within their zone of proximal development and draw on their collective knowledge to enhance their awareness of the forms and functions of language. However, recent surveys of the literature on language teaching reveal predominantly negative attitudes toward the use of translation as a pedagogical tool, mainly due to the notion that, when engaging in translation activities, learners are constrained by their native language and therefore unable to develop communicative fluency (Kelly & Bruen, 2014).", "mime": "application/pdf"}, {"id": "ejall-2573", "words": "9812", "extension": ".pdf", "flesch": "54", "author": "Dur\u00e1n, Leah; Henderson, Kathryn I.", "title": "Pockets of hope: Cases of linguistic flexibility in the classroom", "date": "2018", "keywords": "barry; bilingual; children; clarke; classroom; content; education; english; flexibility; garc\u00eda; karla; language; language practices; learning; practices; research; school; spanish; students; teachers; translanguaging; use; writing", "summary": "Student language practices described as reflecting academic language, language variation, and code-switching represent three domains that are often talked about separately. In this study, we examine the pedagogical practices of two elementary teachers in central Texas who valued a wide range of student language performances.", "mime": "application/pdf"}, {"id": "ejall-2575", "words": "11735", "extension": ".pdf", "flesch": "63", "author": "Bieri, Aline S.", "title": "Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland", "date": "2018", "keywords": "biology; biology lessons; classroom; clil; clil biology; content; education; english; excerpt; german; language; learning; lessons; moore; nikula; practices; students; teacher; term; translanguaging; use; word", "summary": "Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland ALINE S. BIERI*1 University of Basel Received 17 June 2018; received in revised form 18 October 2018; accepted 19 November 2018 ABSTRACT EN Studies on translanguaging in Content and Language Integrated Learning (CLIL) programmes have predominately focused on the use of the first language (L1) as a potential resource in CLIL lessons. Other studies on translanguaging in CLIL that focus on classroom data have revealed that translanguaging is not only a feature of many CLIL classrooms, but also that translanguaging practices do indeed serve various purposes such as facilitating content, managing the classroom, creating language awareness, or signalling alignment, to name just a few (see e.g. Gallagher & Colohan, 2017; Gierlinger, 2015; Moore & Nikula, 2016; Nikula & Moore, 2016; Paulsrud 2014, 2016; Toth 2018).", "mime": "application/pdf"}, {"id": "ejall-2576", "words": "11405", "extension": ".pdf", "flesch": "53", "author": "Pallotti, Gabriele; Borghetti, Claudia", "title": "The effects of an experimental approach to writing instruction on monolingual and multilingual pupils in Italian primary schools", "date": "2019", "keywords": "classes; control; group; ideas; language; multilingual; number; pallotti; pupils; research; school; second; students; teaching; text; use; words; writing", "summary": "Multilingual pupils 3.19 (0.92) 3.68 (1.08) \u22120.99 - 0.01 0.53 (ns) Comprehensibility (1-6) 3.53 (0.93) 3.86 (1.01) 0.07 - 0.60 0.36 < .0001 Monolingual pupils 3.56 (0.95) 4.21 (0.87) 0.36 - 0.94 0.68 < .0001 Multilingual pupils 3.41 (0.89) 3.24 (0.98) \u22120.30 - 0.64 -0.18 ns Coherence-Cohesion KV (1-6) 2.89 (0.81) 3.47 (1.04) 0.33 - 0.82 0.72 < .0001 Monolingual pupils 2.95 (0.82) 3.74 (0.92) 0.50 - 1.07 0.96 < .0001 Table 1 Group composition Control Experimental Sample size 118 106 % multilingual pupils in entire class 24% 36% % multilingual pupils not born in Italy among all multilingual pupils 18% 38% Mean period of residency in Italy for multilingual pupils born abroad 3.6 yrs 2.1 yrs \u00a0", "mime": "application/pdf"}, {"id": "ejall-2577", "words": "9127", "extension": ".pdf", "flesch": "50", "author": "Breeze, Ruth; Gerns Jim\u00e9nez-Villarejo, Pilar", "title": "Building literacies in secondary school history: The specific contribution of academic writing support", "date": "2019", "keywords": "academic; area; breeze; cdfs; clil; cognitive; content; discourse; english; language; literacy; module; press; school; skills; students; use; writing", "summary": "Contents of academic writing module Academic writing instruction Literacy practice Formal register Text correction exercise Paragraph structure (topic sentences, paragraph organisation) This paper considers the specific role and effect of academic writing support in a secondary school Content and Language Integrated Learning (CLIL) context.", "mime": "application/pdf"}, {"id": "ejall-2578", "words": "12049", "extension": ".pdf", "flesch": "51", "author": "Sottilotta, Elena Emma; Cannamela, Danila", "title": "Six memos for teaching Italian as a foreign language: Creativity, storytelling, and visual imagination in the language classroom", "date": "2019", "keywords": "activity; cambridge; classroom; communicative; creativity; cultural; culture; dante; gestures; italian; journall; language; language classroom; language learning; learners; learning; level; new; non; press; project; storytelling; students; tasks; teachers; teaching; tweet; twitter; university; visual; writing; york", "summary": "In order to elicit this combined process of cultural acquisition and renegotiation in language students, teachers may find memes particularly useful. In an empirical study on language creativity in poetry writing tasks, Tin (2011) investigated the correlation between language play and language development.", "mime": "application/pdf"}, {"id": "ejall-2579", "words": "9893", "extension": ".pdf", "flesch": "51", "author": "Ferrari, Stefania", "title": "Usare le parole per gestire situazioni di conflitto alla scuola primaria ", "date": "2019", "keywords": "alla; allievi; atti; bambini; che; con; cui; degli; dei; del; della; dell\u2019atto; ferrari; interazioni; non; pi\u00f9; pragmatica; protesta; richiesta; riparazione; scuola; situazioni; sono; strategie; una", "summary": "A scuola, copiare Durante la verifica bambino 1 cerca di copiare il compito di bambino 2. Ha seguito una variet\u00e0 di progetti di ricerca nell\u2019ambito del bilinguismo, dell\u2019apprendimento dell\u2019italiano in contesto scolastico, dell\u2019educazione linguistica attiva, della pragmatica e della valutazione.", "mime": "application/pdf"}, {"id": "ejall-2580", "words": "2256", "extension": ".pdf", "flesch": "50", "author": "de los Heros, Susana", "title": "Review: Shively, Rachel (2018). Learning and using conversational humor in a second language during study abroad. Berlin, Germany: de Gruyter.", "date": "2019", "keywords": "del; humor; shively; spanish; students; study; use", "summary": "The author\u2019s objective in drawing on language socialization theory is to explore the kinds of humor L2 students encounter and how they use this linguistic strategy themselves in interactions during their study abroad program to provide \u201cinsight into L2 pragmatics, generally, and L2 pragmatics in study abroad specifically\u201d (p. 25). In conclusion, this book is an excellent resource for those interested in the use and acquisition of L2 humor, researchers or teachers alike, as its academic discussion is accessible to the layperson.", "mime": "application/pdf"}, {"id": "ejall-2581", "words": "1345", "extension": ".pdf", "flesch": "49", "author": "Attardo, Salvatore", "title": "Review: Chiaro, Delia and Baccolini, Raffaella (Eds.) (2014). Gender and humor: Interdisciplinary and international perspectives. New York, New York: Routledge.", "date": "2016", "keywords": "chapter; gender; humor; research; studies", "summary": "The volume is rounded out by other chapters on feminist fiction (Wagner-Lawlor, Chapter 4), post-ward British film comedy (Gray, Chapter 5), Japanese humor and its relationship with gender roles in Japan (Bouchetoux, chapter 7), female designers' humor (Klein, Chapter 12), grotesque humor in three contemporary Italian writers (Maher, Chapter 17), a well-documented chapter on queer humor (Emig, Chapter 18), and a discussion of feminist comedian Judy Tenuta (Del Negro, Chapter 19). In Chapter 13, Lockyer considers two characters in the Catherine Tate Show, a British sketch comedy show that aired on the BBC between 2004 and 2007.", "mime": "application/pdf"}, {"id": "ejall-2583", "words": "13445", "extension": ".pdf", "flesch": "53", "author": "Samu, Borbala", "title": "L'acquisizione dell'imperativo in italiano L2: analisi di un corpus di apprendenti anglofoni", "date": "2017", "keywords": "alla; anche; apprendenti; che; corpus; cui; dei; del; della; dell\u2019imperativo; forme; gli; italiano; livello; nel; non; persona; pi\u00f9; plurale; seconda; singolare; sono; una; verbi", "summary": "Come \u00a0vedremo \u00a0pi\u00f9 \u00a0avanti, \u00a0sia \u00a0i \u00a0parlanti \u00a0 madrelingua, \u00a0sia \u00a0gli \u00a0apprendenti \u00a0pi\u00f9 \u00a0competenti \u00a0usano \u00a0spesso \u00a0l\u2019indicativo \u00a0per \u00a0dare \u00a0istruzioni \u00a0(adesso \u00a0ti \u00a0siedi \u00a0e \u00a0 guardi \u00a0il \u00a0giornale \u00a0invece \u00a0di \u00a0siediti \u00a0e \u00a0guarda \u00a0il \u00a0giornale!). \u00a0 Non \u00a0 correte, \u00a0ma \u00a0+ \u00a0camminate \u00a0++ \u00a0all\u2019*exit* \u00a0e \u00a0++ \u00a0telefonate \u00a0per \u00a0aiuta, \u00a0ahm \u00a0++ \u00a0 \u00a0 Compaiono \u00a0vari \u00a0esempi \u00a0di \u00a0imperativo \u00a0negativo \u00a0formato \u00a0con \u00a0non \u00a0+ \u00a0forma \u00a0positiva \u00a0(non \u00a0cammina, \u00a0non \u00a0 prendelo; \u00a0in \u00a0totale \u00a012 \u00a0occorrenze), \u00a0ma \u00a0ci \u00a0sono \u00a0solo \u00a0occorrenze \u00a0sporadiche \u00a0di \u00a0imperativo \u00a0negativo \u00a0formato \u00a0da \u00a0 non \u00a0 + \u00a0 infinito, \u00a0 bench\u00e9 \u00a0nella \u00a0 forma \u00a0positiva \u00a0 compaia \u00a0 occasionalmente \u00a0 l\u2019infinito. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2584", "words": "10733", "extension": ".pdf", "flesch": "52", "author": "Walker, Talia", "title": "Politeness norms: A pilot study on the accomplishment of apologies by learners of Italian", "date": "2017", "keywords": "address; apologies; apology; distance; english; intercultural; interlocutor; italian; language; learners; norms; paper; participants; politeness; status; terms; university; use", "summary": "Table 2 Use of formal Italian terms of address in relation to ratings of the mother\u2019s status Rating of status of the interlocutor Total responses Responses using formal terms of address Percentage (%)5 1 (Low) 0 0 - 2 1 0 0.00 3 14 2 14.29 4 22 11 50.00 5 (High) 0 0 - \u00a0 This \u00a0 trend \u00a0was \u00a0echoed \u00a0 in \u00a0the \u00a0results \u00a0 for \u00a0the \u00a0social \u00a0distance \u00a0of \u00a0 the \u00a0 interlocutor. \u00a0 28-\u00ad\u201048 \u00a0 \u00a0 36 \u00a0 Table 3 Use of formal Italian terms of address in relation to ratings of the mother\u2019s social distance Rating of social distance Total responses Responses using formal terms of address Percentage (%) 1 (Low) 2 0 0.00 2 10 2 20.00 3 18 7 38.89 4 7 4 57.14 5 (High) 0 0 - \u00a0 Hence, \u00a0 similarly \u00a0 to \u00a0 the \u00a0association \u00a0between \u00a0social \u00a0distance \u00a0and \u00a0 the \u00a0use \u00a0of \u00a0 formal \u00a0 Italian, \u00a0 there \u00a0 is \u00a0a \u00a0 connection \u00a0 between \u00a0 the \u00a0 participants\u2019 \u00a0 perceptions \u00a0 of \u00a0 status \u00a0 and \u00a0 their \u00a0 choices \u00a0 of \u00a0 formal \u00a0 Italian \u00a0 forms \u00a0 of \u00a0 address. ", "mime": "application/pdf"}, {"id": "ejall-2585", "words": "11247", "extension": ".pdf", "flesch": "43", "author": "Garc\u00eda, Pr\u00f3spero N.", "title": "Implementing concept-based instruction in the heritage language classroom: A pedagogical proposal", "date": "2017", "keywords": "activity; approach; aspect; c-\u00ad\u2010bi; classroom; conceptual; development; garc\u00eda; heritage; hlls; imperfect; instruction; language; learners; negueruela; second; spanish; students; teaching; university; use", "summary": "His most recent work explores the implementation of concept-based teaching (C-BI) for L2 and heritage language development, the role of learner agency in the internalization of conceptual categories, and the role of verbalization and conscious conceptual manipulation in the conceptualization of grammatical categories. Although aspect has been found to be particularly troublesome for heritage language learners (Montrul, 2009; Silva-Corval\u00e1n, 1994), few studies have focused on teaching conceptual development of verbal aspect in the HL classroom.", "mime": "application/pdf"}, {"id": "ejall-2586", "words": "11584", "extension": ".pdf", "flesch": "52", "author": "Casa\u00f1 N\u00fa\u00f1ez, Juan Carlos", "title": "Tareas de comprensi\u00f3n audiovisual con preguntas sobre impresas en el v\u00eddeo: valoraciones de cinco profesores universitarios de espa\u00f1ol como lengua extranjera", "date": "2017", "keywords": "acuerdo; audiovisual; comprensi\u00f3n; con; de acuerdo; de la; de los; del; docentes; entre; esta; estudiantes; language; las; los; para; por; preguntas; profesores; que; qu\u00e9; tareas; una; v\u00eddeo; y de", "summary": "\u00a3\uf0a3 a) la familia y los estudios de la chica \u00a3\uf0a3 b) la familia y el trabajo de la chica \u00a3\uf0a3 c) la casa y el trabajo de la chica \u00a3\uf0a3 d) la casa y los estudios de la chica 3.", "mime": "application/pdf"}, {"id": "ejall-2587", "words": "5139", "extension": ".pdf", "flesch": "52", "author": "M\u00e9ndez Santos, Mar\u00eda del Carmen", "title": "Rese\u00f1a: Rodrigo, Victoria (2019). La comprensi\u00f3n lectora en la ense\u00f1anza del espa\u00f1ol LE/L2: de la teor\u00eda a la pr\u00e1ctica. Londres/Nueva York: Routledge.", "date": "2019", "keywords": "actividades; as\u00ed; aula; cap\u00edtulo; como; comprensi\u00f3n; con; c\u00f3mo; del; ele; ense\u00f1anza; espa\u00f1a; espa\u00f1ol; esta; este; extranjera; las; lectura; lengua; los; madrid; muy; m\u00e1s; m\u00e9ndez; para; por; porque; que; rodrigo; santos; sobre; tambi\u00e9n; una; uso", "summary": "78-84 79 Desde que Hymes (1971) cuestionara la centralidad de la competencia gramatical, la perspectiva sobre lo que implica la capacidad de comunicaci\u00f3n en una lengua extranjera ha variado fuertemente. de la contextualizaci\u00f3n mediante la proporci\u00f3n de suficientes pistas.", "mime": "application/pdf"}, {"id": "ejall-2590", "words": "6245", "extension": ".pdf", "flesch": "51", "author": "Costa, Francesca; Pladevall-Ballester, Elisabet", "title": "Introduction to the Special Issue: Learners\u2019 outcomes and effective strategies in early second language learning", "date": "2020", "keywords": "contexts; education; english; kingdom; language; learners; learning; primary; research; school; second; strategies; teachers; teaching; united", "summary": "As early second language learning is increasingly considered fundamental in children\u2019s development and as early language learning programmes are encouraged both at institutional and societal levels, research has expanded in scope from a narrow focus on age to examine the interplay between variables affecting language learning. However, \u00a0linguistic \u00a0development \u00a0should \u00a0proceed \u00a0parallel \u00a0 to \u00a0that \u00a0of \u00a0content \u00a0and \u00a0therefore, \u00a0if \u00a0content \u00a0and \u00a0language \u00a0are \u00a0properly \u00a0integrated \u00a0and \u00a0one \u00a0assists \u00a0the \u00a0other, \u00a0the \u00a0 above-\u00ad\u2010mentioned \u00a0concern \u00a0should \u00a0not \u00a0arise. ", "mime": "application/pdf"}, {"id": "ejall-2591", "words": "14752", "extension": ".pdf", "flesch": "57", "author": "Colombo, Sara", "title": "\u201cCiao Prof!\u201d La pragmatica del saluto negli apprendenti di madrelingua tedesca", "date": "2017", "keywords": "abbiamo; alla; anche; apprendenti; che; come; con; cosa; degli; dei; del; della; diretti; formule; livello; loro; madrelingua; nelle; non; pi\u00f9; pragmatica; produzioni; qui; saluti; situazione; sono; tabella; tra; una", "summary": "In \u00a0particolare, \u00a0le \u00a0domande \u00a0di \u00a0ricerca \u00a0che \u00a0hanno \u00a0guidato \u00a0il \u00a0nostro \u00a0studio \u00a0riguardano \u00a0l\u2019esistenza \u00a0di \u00a0somiglianze \u00a0 e \u00a0differenze \u00a0nelle \u00a0strategie \u00a0di \u00a0realizzazione \u00a0e \u00a0nella \u00a0struttura \u00a0dei \u00a0saluti \u00a0prodotti \u00a0dai \u00a0parlanti \u00a0nativi \u00a0(italiani) \u00a0e \u00a0 non \u00a0nativi \u00a0 (di \u00a0madrelingua \u00a0 tedesca) \u00a0e \u00a0 la \u00a0descrizione \u00a0dei \u00a0 loro \u00a0schemi \u00a0di \u00a0 realizzazione \u00a0(realization \u00a0pattern) \u00a0a \u00a0 seconda \u00a0della \u00a0situazione \u00a0comunicativa \u00a0e \u00a0degli \u00a0interlocutori. \u00a0 Modalit\u00e0 \u00a0di \u00a0analisi \u00a0 I \u00a0 dati \u00a0 ottenuti \u00a0 dai \u00a0 questionari \u00a0 sono \u00a0 stati \u00a0 analizzati \u00a0 dal \u00a0 punto \u00a0 di \u00a0 vista \u00a0 qualitativo \u00a0 e \u00a0 quantitativo. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2593", "words": "8538", "extension": ".pdf", "flesch": "62", "author": "Hempelmann, Christian F.", "title": "Humor in the teaching of writing: A microethnographic approach", "date": "2016", "keywords": "classroom; composition; course; field; general; hempelmann; humor; humor research; jokes; journal; language; laughter; learning; new; notes; paper; research; students; study; teaching; university; writing; york", "summary": "It also introduces humor as a motivational double-edged sword: Humor may enhance learning for some, but it is also a potential distraction or annoyance to others. Judging from experiences reported by Goodfleisch (2016) and my own readings, Morreall\u2019s (2009), Comic Relief: A Comprehensive Philosophy of Humor might provide a better affordable introductory text.3 As expected, the honors students fared better than non-honors freshmen in terms of grasping many of the complex issues that are needed to explain humor.", "mime": "application/pdf"}, {"id": "ejall-2594", "words": "8044", "extension": ".pdf", "flesch": "49", "author": "Lopriore, Lucilla", "title": "Valutare l\u2019apprendimento precoce di una seconda lingua: rilevanza degli studi longitudinali", "date": "2020", "keywords": "allievi; assessment; che; con; degli; dei; della; docenti; english; language; learners; learning; lingua; lopriore; nel; scuola; sia; sono; studi; una; valutazione", "summary": "L\u2019introduzione \u00a0 delle \u00a0 lingue \u00a0 straniere \u00a0 nei \u00a0 curricoli \u00a0 delle \u00a0 scuole \u00a0 primarie, \u00a0 e \u00a0 in \u00a0 alcuni \u00a0 casi \u00a0 della \u00a0 scuola \u00a0 dell\u2019infanzia, \u00a0ha \u00a0richiesto \u00a0da \u00a0parte \u00a0di \u00a0alcuni \u00a0paesi \u00a0una \u00a0accurata \u00a0valutazione \u00a0dell\u2019opportunit\u00e0 \u00a0e \u00a0della \u00a0validit\u00e0 \u00a0di \u00a0 questa \u00a0 innovazione \u00a0 curricolare \u00a0 in \u00a0 termini \u00a0 di \u00a0 ricaduta \u00a0 sugli \u00a0 apprendimenti \u00a0 di \u00a0 una \u00a0 LS \u00a0 anche \u00a0 negli \u00a0 anni \u00a0 successivi, \u00a0ovvero \u00a0nelle \u00a0scuole \u00a0secondarie, \u00a0e \u00a0in \u00a0termini \u00a0di \u00a0 forme \u00a0di \u00a0didattica \u00a0pi\u00f9 \u00a0appropriata, \u00a0di \u00a0materiali \u00a0da \u00a0 utilizzare, \u00a0di \u00a0sviluppo \u00a0della \u00a0motivazione \u00a0ad \u00a0apprendere, \u00a0e \u00a0delle \u00a0conseguenze \u00a0su \u00a0altri \u00a0ambiti \u00a0di \u00a0apprendimento. \u00a0 \u00a0 11-\u00ad\u201023 12 \u00a0 1. \u00a0L\u2019apprendimento \u00a0precoce \u00a0di \u00a0una \u00a0lingua \u00a0straniera \u00a0 Negli \u00a0 ultimi \u00a0 trenta \u00a0 anni \u00a0 si \u00a0 \u00e8 \u00a0 assistito \u00a0 in \u00a0 quasi \u00a0 tutto \u00a0 il \u00a0 mondo \u00a0 a \u00a0 una \u00a0 diffusione \u00a0 senza \u00a0 precedenti \u00a0 di \u00a0 iniziative \u00a0mirate \u00a0a \u00a0favorire \u00a0l\u2019apprendimento \u00a0precoce \u00a0di \u00a0una \u00a0lingua \u00a0straniera, \u00a0iniziative \u00a0che \u00a0hanno \u00a0introdotto \u00a0in \u00a0 molti \u00a0paesi, \u00a0in \u00a0particolare \u00a0in \u00a0quelli \u00a0europei, \u00a0nuove \u00a0politiche \u00a0linguistiche \u00a0e \u00a0modifiche \u00a0nei \u00a0curricoli \u00a0scolastici \u00a0per \u00a0 introdurre \u00a0 una \u00a0 lingua \u00a0 straniera \u00a0 \u2212 \u00a0 quasi \u00a0 sempre \u00a0 l\u2019inglese \u00a0 \u2212 \u00a0 inizialmente \u00a0 tramite \u00a0 sperimentazioni \u00a0 e, \u00a0 successivamente, \u00a0nei \u00a0programmi \u00a0ufficiali, \u00a0dal \u00a0primo \u00a0anno \u00a0della \u00a0scuola \u00a0primaria \u00a0e, \u00a0in \u00a0molti \u00a0casi, \u00a0fin \u00a0dalla \u00a0scuola \u00a0 dell\u2019infanzia. ", "mime": "application/pdf"}, {"id": "ejall-2595", "words": "9900", "extension": ".pdf", "flesch": "50", "author": "Fleta Guill\u00e9n, M. Teresa", "title": "Construyendo puentes entre Educaci\u00f3n Infantil y Primaria para la ense\u00f1anza biling\u00fce en ingl\u00e9s", "date": "2020", "keywords": "aprendizaje; biling\u00fce; como; con; del; educaci\u00f3n; infantil; ingl\u00e9s; language; las; los; madrid; ni\u00f1os; para; por; primaria; que; una", "summary": "Para garantizar el \u00e9xito de la educaci\u00f3n biling\u00fce en Primaria, en la que asignaturas no ling\u00fc\u00edsticas se estudian a trav\u00e9s del ingl\u00e9s, es necesario equipar a alumnos y a docentes con los instrumentos y t\u00e9cnicas pedag\u00f3gicas necesarias para acometer las habilidades Bas\u00e1ndose en estudios de adquisici\u00f3n del ingl\u00e9s, en las reflexiones de los propios docentes, en el enfoque metodol\u00f3gico AICLE, y con el foco puesto en la Comunidad Aut\u00f3noma de Madrid, este art\u00edculo explica la situaci\u00f3n de la ense\u00f1anza del ingl\u00e9s en educaci\u00f3n Infantil y presenta intervenciones pedag\u00f3gicas creativas para construir puentes entre Infantil y el aula biling\u00fce de Primaria.", "mime": "application/pdf"}, {"id": "ejall-2596", "words": "12140", "extension": ".pdf", "flesch": "50", "author": "Krivosh, Ludmila; Schwartz, Mila", "title": "To be able to understand each other: Intercultural interactions in the Arabic\u2013Hebrew-speaking preschool in Israel", "date": "2020", "keywords": "arabic; arabic-\u00ad\u2010speaking; bilingual; children; classroom; development; education; excerpt; experts; hebrew; hebrew-\u00ad\u2010speaking; interactions; intercultural; language; learning; preschool; social; study; teachers", "summary": "Early \u00a0 language \u00a0 learning \u00a0has \u00a0 enormous \u00a0potential \u00a0 for \u00a0 the \u00a0development \u00a0not \u00a0only \u00a0of \u00a0 children\u2019s \u00a0 cognitive \u00a0 and \u00a0 linguistic \u00a0 skills \u00a0 but \u00a0 also \u00a0 of \u00a0 their \u00a0 identity, \u00a0 values, \u00a0 empathy, \u00a0 and \u00a0 respect. \u00a0 Bearing \u00a0in \u00a0mind \u00a0that \u00a0living \u00a0together \u00a0in \u00a0mutual \u00a0acceptance \u00a0and \u00a0respect \u00a0is \u00a0not \u00a0an \u00a0innate \u00a0characteristic, \u00a0children \u00a0 need \u00a0to \u00a0be \u00a0taught \u00a0coexistence, \u00a0and \u00a0schools \u00a0serve \u00a0as \u00a0the \u00a0primary \u00a0institutions \u00a0for \u00a0this \u00a0purpose. \u00a0 \u00a0", "mime": "application/pdf"}, {"id": "ejall-2597", "words": "11462", "extension": ".pdf", "flesch": "56", "author": "Mart\u00ednez-Adri\u00e1n, Mar\u00eda", "title": "The use of previously known languages and target language (English) during task-based interaction: A pseudolongitudinal study of primary-school CLIL learners", "date": "2020", "keywords": "appeals; basque; categories; clil; discourse; english; garc\u00eda; language; learners; markers; mart\u00ednez-\u00ad\u2010adri\u00e1n; mayo; metacomments; spanish; speech; use; year", "summary": "As regards TL use, both groups performed similarly, except for metacomments, where younger learners made a slightly higher use. When comparing PKLs to TL use, both grade learners resorted to Basque-Spanish more frequently than to English, except for metacomments.", "mime": "application/pdf"}, {"id": "ejall-2598", "words": "16513", "extension": ".pdf", "flesch": "54", "author": "Porter, Alison", "title": "Learning French sound/spelling links in English primary school classrooms", "date": "2020", "keywords": "aloud; cards; children; decoding; french; instruction; language; learners; learning; links; literacy; phonics; proficiency; reading; research; scores; skills; sound; spelling; table; teaching; test; unfamiliar; word", "summary": "Size (Cohen\u2019s d) Mid-test Post-test FL Word Card Familiar Reading Aloud 1.000 2.000 3.533 <.0001 19.245 0.52 Note. Additional variables such as FL general proficiency and FL literacy, as well as L1 reading age, spelling age, and teacher assessed literacy levels were collected to explore relationships with the development of French phonological decoding.", "mime": "application/pdf"}, {"id": "ejall-2599", "words": "10225", "extension": ".pdf", "flesch": "52", "author": "Panzavecchia, Michelle; Little, Sabine", "title": "Language use in the primary classroom: Maltese teachers\u2019 views on multilingual practices", "date": "2020", "keywords": "bilingual; children; classroom; education; english; language; malta; maltese; multilingual; need; participants; practices; research; schools; students; study; teachers; teaching; translanguaging; use; years", "summary": "Language \u00a0 ideologies \u00a0which \u00a0 advocate \u00a0 the \u00a0 strict \u00a0 separation \u00a0of \u00a0 languages \u00a0 are \u00a0now \u00a0making \u00a0way \u00a0 for \u00a0 more \u00a0 flexible \u00a0practices \u00a0 including \u00a0 translanguaging, \u00a0which \u00a0supports \u00a0 the \u00a0concept \u00a0of \u00a0 fluid \u00a0 language \u00a0repertoires \u00a0 that \u00a0human \u00a0beings \u00a0naturally \u00a0utilize \u00a0as \u00a0a \u00a0communicative \u00a0tool, \u00a0depending \u00a0on \u00a0context \u00a0or \u00a0circumstances \u00a0(Garc\u00eda \u00a0 & \u00a0Kleyn, \u00a02016; \u00a0Sabino, \u00a02018). \u00a0 A \u00a0 theory \u00a0 of \u00a0 translanguaging \u00a0 views \u00a0 the \u00a0 aim \u00a0 of \u00a0 language \u00a0 as \u00a0 primarily \u00a0 as \u00a0 a \u00a0 communicative \u00a0tool, \u00a0and \u00a0therefore \u00a0sees \u00a0shifts \u00a0in \u00a0language \u00a0use \u00a0as \u00a0a \u00a0natural \u00a0part \u00a0of \u00a0globalization \u00a0and \u00a0migration \u00a0 trends. ", "mime": "application/pdf"}, {"id": "ejall-2600", "words": "12585", "extension": ".pdf", "flesch": "47", "author": "Waddington, Julie", "title": "Motivating self and others through a whole-school storytelling project: Authentic language & literacy development", "date": "2020", "keywords": "children; data; findings; language; learners; learning; motivational; peer; picturebooks; process; project; reading; research; school; sessions; storytelling; strategies; students; study; use; waddington", "summary": "Within an action research framework, data was collected from field notes of classroom observations, video recorded sessions, questionnaires and interviews with students and teachers. While \u00a0actual \u00a0 usage \u00a0and \u00a0knowledge \u00a0of \u00a0these \u00a0two \u00a0languages \u00a0depends \u00a0on \u00a0the \u00a0home \u00a0environment \u00a0of \u00a0each \u00a0student, \u00a0the \u00a0school \u00a0 context \u00a0 provides \u00a0 students \u00a0 with \u00a0 an \u00a0 education \u00a0 that \u00a0 aims \u00a0 to \u00a0 develop \u00a0 competence \u00a0 in \u00a0 both \u00a0 languages \u00a0 (Departament \u00a0 d\u2019Ensenyament, \u00a0 2015b, \u00a0 2016). \u00a0", "mime": "application/pdf"}, {"id": "ejall-2601", "words": "4666", "extension": ".pdf", "flesch": "44", "author": "Huerta Bon, Andrea", "title": "Rese\u00f1a: Enever, Janet, and Lindgren, Eva (2017). Early language learning in school contexts: Complexity and mixed methods. Bristol, United Kingdom: Multilingual Matters.", "date": "2020", "keywords": "alumnos; aprendizaje; del; language; las; learning; los; para; que", "summary": "Sus intereses se centran en la adquisici\u00f3n de la lengua inglesa y la ense\u00f1anza del ingl\u00e9s con segunda lengua. Aunque existen otros estudios/colecciones que analizan, por ejemplo, el crecimiento de los m\u00e9todos mixtos de investigaci\u00f3n (Zha & Tu, 2015), este es el primer volumen que incorpora en su totalidad los m\u00e9todos mixtos para estudios en el \u00e1mbito del aprendizaje de las lenguas en tempranas edades.", "mime": "application/pdf"}, {"id": "ejall-2602", "words": "2805", "extension": ".pdf", "flesch": "41", "author": "Novello, Alberta", "title": "Recensione: Subhan, Zein, & Garton, Sue (a cura di). (2019). Early language learning and teacher education. Bristol, England: Multilingual Matters", "date": "2020", "keywords": "che; degli; dei; della; insegnanti; language; lingua; una", "summary": "La recensione introduce il contesto di riferimento e descrive, poi, i contenuti dei singoli capitoli, proponendo, in conclusione, alcune considerazioni sul volume. Palabras clave: APRENDIZAJE PRECOZ, BILING\u00dcISMO, CUALIFICACIONES DOCENTES, FOCUS GROUP \u00a0 *\uf02a \u00a0Alberta \u00a0Novello, \u00a0Universit\u00e0 \u00a0di \u00a0Padova \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0alberta.novello@unipd.it \u00a0 RECENSIONE: \u00a0EARLY \u00a0LANGUAGE \u00a0LEARNING \u00a0AND \u00a0TEACHER \u00a0EDUCATION \u00a0 \u00a0 \u00a0 \u00a0 153 \u00a0 \u00a0 \u00a0 E-\u00ad\u2010JournALL \u00a07(1) \u00a0(2020), \u00a0pp. ", "mime": "application/pdf"}, {"id": "ejall-2603", "words": "4239", "extension": ".pdf", "flesch": "45", "author": "Di Ferrante, Laura; Bernstein, Katie A.", "title": "Six years of E-JournALL: Reflections on open access, international, multilingual applied linguistics publishing", "date": "2020", "keywords": "access; authors; e-\u00ad\u2010journall; english; journal; languages; research; spanish", "summary": "Researchers \u00a0disseminated \u00a0their \u00a0work, \u00a0pre-\u00ad\u2010peer \u00a0review, \u00a0on \u00a0institutional \u00a0and \u00a0personal \u00a0 websites, \u00a0and \u00a0journals \u00a0completed \u00a0external \u00a0review \u00a0for \u00a0Covid-\u00ad\u2010related \u00a0work \u00a0in \u00a0mere \u00a0days \u00a0(Palayew \u00a0et \u00a0al., \u00a02020). \u00a0 Importantly, \u00a0open \u00a0access \u00a0means \u00a0that \u00a0language \u00a0teachers \u00a0across \u00a0the \u00a0world \u00a0without \u00a0institutional \u00a0access \u00a0 to \u00a0paid \u00a0journals \u00a0can \u00a0read \u00a0E-\u00ad\u2010JournALL\u2019s \u00a0content, \u00a0filling \u00a0one \u00a0of \u00a0many \u00a0research-\u00ad\u2010to-\u00ad\u2010practice \u00a0gaps \u00a0(see \u00a0for \u00a0example \u00a0 Buysse, \u00a0Sparkman, \u00a0& \u00a0Wesley, \u00a02003; \u00a0Carnine, \u00a01997; \u00a0McIntyre, \u00a02005). ", "mime": "application/pdf"}, {"id": "ejall-2604", "words": "11249", "extension": ".pdf", "flesch": "56", "author": "Nuzzo, Elena; Bove, Giuseppe", "title": "Assessing functional adequacy across tasks: A comparison of learners\u2019 and native speakers\u2019 written texts", "date": "2020", "keywords": "adequacy; coherence; comprehensibility; correlation; dimension; group; kuiken; native; raters; rating; scale; scores; speakers; study; task; texts; use; vedder", "summary": "Min Max SD Content L2 20 3.89 2.29 5.29 1.27 20 4.50 3.00 5.71 1.17 20 4.47 3.14 5.29 1.06 L1 20 4.99 4.00 5.86 1.02 20 5.01 2.14 5.86 1.18 20 4.99 3.86 5.71 1.01 L1-L2 40 4.44 2.29 5.86 1.27 40 4.75 2.14 5.86 1.20 40 4.73 3.14 5.71 1.07 Task requirements L2 20 4.16 2.29 5.14 1.23 20 4.51 2.57 5.57 1.10 20 4.09 2.71 5.29 1.09 L1 20 5.11 4.43 5.71 0.77 20 5.04 3.29 5.43 0.87 20 4.59 3.29 5.29 0.97 L1-L2 40 4.64 2.29 5.71 1.13 40 4.77 2.57 5.57 1.03 40 4.34 2.71 5.29 1.06 Comprehensibility L2 20 4.41 1.43 5.57 1.19 20 4.56 2.00 5.71 1.07 20 4.52 2.71 5.57 0.96 L1 20 5.67 4.86 6.00 0.62 20 5.79 5.43 6.00 0.44 20 5.66 5.00 5.86 0.57 L1-L2 40 4.87 1.43 6.00 1.23 40 4.68 2.00 6.00 1.23 40 4.90 2.71 5.86 1.11 Coherence cohesion L2 20 3.83 2.43 5.14 1.04 20 3.80 2.57 4.86 0.93 20 3.76 2.57 4.71 0.97 L1 20 4.80 4.00 5.29 0.93 20 4.74 3.43 5.29 1.06 20 4.76 3.71 5.57 0.95 L1-L2 40 4.31 2.43 5.29 1.10 40 4.27 2.57 5.29 1.10 40 4.26 2.57 5.57 1.08 Figure 1. TASK DIMENSION GROUP Task 1 Task 2 Task 3 N ICC N ICC N ICC Content L2 20 0.33 20 0.42 20 0.27 L1 20 0.29 20 0.43 20 0.20 L1-L2 40 0.43 40 0.44 40 0.27 Task requirements L2 20 0.33 20 0.38 20 0.41 L1 20 0.15 20 0.29 20 0.19 L1-L2 40 0.40 40 0.38 40 0.34 Comprehensibility L2 20 0.63 20 0.59 20 0.50 L1 20 0.14 20 0.02 20 0.06 L1-L2 40 0.67 40 0.68 40 0.59 Coherence and cohesion L2 20 0.30 20 0.27 20 0.24 L1 20 0.09 20 0.11 20 0.17 L1-L2 40 0.35 40 0.30 40 0.36 Figure 2.", "mime": "application/pdf"}, {"id": "ejall-2605", "words": "14771", "extension": ".pdf", "flesch": "56", "author": "Pauletto, Franco", "title": "L\u2019analisi della conversazione per valutare l\u2019autenticit\u00e0 dei materiali audio per l\u2019insegnamento dell\u2019italiano L2: una proposta metodologica", "date": "2020", "keywords": "alla; anche; audio; azioni; caso; che; con; conversazione; dal; dei; del; della; elena; monica; nel; non; parlato; parte; partecipanti; pi\u00f9; prima; questo; riga; righe; risposta; sia; sono; tra; turno; una", "summary": "Secondo \u00a0 l\u2019autrice \u00a0 lo \u00a0 studio \u00a0dimostra \u00a0 che \u00a0 le \u00a0 intuizioni \u00a0 dei \u00a0 parlanti \u00a0 nativi \u00a0 (e \u00a0 dunque \u00a0degli \u00a0 autori \u00a0 di \u00a0 supporti \u00a0 didattici) \u00a0sulla \u00a0propria \u00a0lingua \u00a0non \u00a0sono \u00a0sufficienti \u00a0per \u00a0lo \u00a0sviluppo \u00a0di \u00a0materiali \u00a0autentici \u00a0per \u00a0i \u00a0libri \u00a0di \u00a0testo: \u00a0solo \u00a0 l\u2019analisi \u00a0approfondita \u00a0di \u00a0interazioni \u00a0spontanee \u00a0pu\u00f2 \u00a0dare \u00a0un'idea \u00a0precisa \u00a0di \u00a0come \u00a0i \u00a0partecipanti \u00a0costruiscano \u00a0e \u00a0 ricostruiscano \u00a0significati \u00a0e \u00a0di \u00a0come \u00a0i \u00a0parlanti \u00a0si \u00a0orientino \u00a0verso \u00a0le \u00a0azioni \u00a0sociali \u00a0(Wong, \u00a02002, \u00a0p. \u00a054). \u00a0 Per \u00a0delimitare \u00a0il \u00a0 campo \u00a0di \u00a0indagine, \u00a0gli \u00a0autori \u00a0selezionano \u00a0due \u00a0ascolti \u00a0per \u00a0volume, \u00a0in \u00a0maniera \u00a0che \u00a0siano \u00a0omogenei \u00a0dal \u00a0punto \u00a0di \u00a0 vista \u00a0del \u00a0genere \u00a0discorsivo. ", "mime": "application/pdf"}, {"id": "ejall-2606", "words": "11016", "extension": ".pdf", "flesch": "51", "author": "Giglioni, Cinzia; Patat, Ellen", "title": "Pedagogical implications of teaching codes of ethics at tertiary level: An Italian case study", "date": "2020", "keywords": "analysis; approach; awareness; business; codes; discourse; e-\u00ad\u2010journall; english; esp; ethics; examples; genre; giglioni; group; journal; language; level; participants; research; students; study; teaching; use; writing", "summary": "Within the theoretical framework of genre analysis and its possible implications for language teaching, this paper focuses on learners\u2019 perceptions and achievements in EFL learning using corporate codes of ethics, presented to students both theoretically and on a practical level. The study investigates the use of codes of ethics in teaching English as a Foreign Language (EFL) to students enrolled in a first- level master\u2019s course in Marketing Management in an Italian public university.", "mime": "application/pdf"}, {"id": "ejall-2607", "words": "2804", "extension": ".pdf", "flesch": "40", "author": "Pizziconi, Sergio", "title": "Review: Balboni, Paolo E. (2018). A theoretical framework for language education and teaching. Cambridge Scholars Publishing.", "date": "2020", "keywords": "balboni; chapter; education; framework; language; linguistics; teaching", "summary": "The author\u2019s objective is to outline a theoretical framework for language education and teaching that is independent from the cultural features of the context in which the language curriculum is implemented. The \u00a0former \u00a0includes \u00a0any \u00a0type \u00a0of \u00a0language \u00a0in \u00a0which \u00a0learners \u00a0can \u00a0get \u00a0formal \u00a0or \u00a0informal \u00a0 training: \u00a0L1, \u00a0L2, \u00a0 foreign \u00a0 language, \u00a0ethnic \u00a0 language, \u00a0 language \u00a0of \u00a0 instruction, \u00a0 lingua \u00a0 franca, \u00a0classical \u00a0 language, \u00a0 and \u00a0also \u00a0artificial \u00a0language; \u00a0they \u00a0all \u00a0determine \u00a0different \u00a0contexts \u00a0for \u00a0the \u00a0process \u00a0of \u00a0teaching/learning. ", "mime": "application/pdf"}, {"id": "ejall-2608", "words": "2385", "extension": ".pdf", "flesch": "40", "author": "Monarrez Rhone, Sendy", "title": "Review: Belpoliti, Flavia & Bermejo, Encarna (2020). Spanish heritage learners\u2019 emerging literacy: Empirical research and classroom practice. Routledge.", "date": "2020", "keywords": "chapter; heritage; language; literacy; research; spanish; university; writing", "summary": "The authors present detailed linguistic features to consider when teaching SHL writing and research-based pedagogical and instructional implications. Her areas of research are Spanish applied linguistics, especially phonetics and pronunciation, and heritage language learners.", "mime": "application/pdf"}, {"id": "ejall-2609", "words": "10354", "extension": ".pdf", "flesch": "51", "author": "Hess Zimmermann, Karina; Fern\u00e1ndez Ruiz, Graciela; Silva L\u00f3pez, Andrea Minerva", "title": "\u00bfPara qu\u00e9 ironizamos? Reflexiones de adolescentes de 12 y 15 a\u00f1os sobre las funciones de la iron\u00eda verbal", "date": "2021", "keywords": "adolescentes; a\u00f1os; como; con; cuando; de la; del; enunciado; funciones; funci\u00f3n; irony; iron\u00eda; ir\u00f3nico; las; los; m\u00e1s; para; participantes; por; porque; que; sobre; una", "summary": "Sus intereses de investigaci\u00f3n se centran en el desarrollo ling\u00fc\u00edstico tard\u00edo y la adquisici\u00f3n de la iron\u00eda verbal. Posicionamiento social El participante menciona que el enunciado ir\u00f3nico es empleado para elevar el estatus social del ironista o disminuir el de la v\u00edctima.", "mime": "application/pdf"}, {"id": "ejall-2610", "words": "21420", "extension": ".pdf", "flesch": "55", "author": "Petrocelli, Emilia", "title": "Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis\u2019s principles of instructed language learning", "date": "2021", "keywords": "classroom; course; education; ellis; english; erlam; excerpt; italian; knowledge; language; learners; learning; observations; practices; pre-\u00ad\u2010service; principles; research; school; second; sla; sts; students; teacher; teaching; use; yes", "summary": "The project moves around the framework that Rod Ellis proposed in 2010 on the relationship between Second Language Acquisition and Language Pedagogy and it argues the need for student teachers (STs) to take the role of classroom researchers during their learning process and carry out critical observations through a solid theoretical lens, such as the 10 principles for instructed language learning by Ellis (2005a, 2005b). The \u00a0outline \u00a0of \u00a0 the \u00a0project \u00a0 followed \u00a0the \u00a0framework \u00a0that \u00a0Professor \u00a0Rod \u00a0Ellis \u00a0(2010) \u00a0created \u00a0to \u00a0guide \u00a0 the \u00a0 relationship \u00a0 between \u00a0 SLA \u00a0 and \u00a0 language \u00a0 pedagogy \u00a0 (LP), \u00a0 arguing \u00a0 that \u00a0 there \u00a0 is \u00a0 a \u00a0 need \u00a0 to \u00a0 \u201cdesign \u00a0 and \u00a0 implement \u00a0an \u00a0SLA \u00a0course \u00a0for \u00a0teachers \u00a0that \u00a0can \u00a0be \u00a0[\u2026] \u00a0investigated \u00a0empirically\u201d \u00a0(p. \u00a0197). ", "mime": "application/pdf"}, {"id": "ejall-2611", "words": "14690", "extension": ".pdf", "flesch": "54", "author": "Burden, Amy", "title": "Lipstick on pigs: Critical discourse and image analysis of non-humans in U.S. children\u2019s ESL textbooks", "date": "2021", "keywords": "8(1; analysis; benchmark; books; characters; children; e-\u00ad\u2010journall; english; esl; female; figure; gender; gendering; images; language; learning; linguistic; males; non-\u00ad\u2010human; oowte; picture; representation; series; studies; study; textbooks; texts; women", "summary": "Her research interests center on critical discourse analysis of gender representations in children\u2019s reading materials and the promotion of critical literacy in TESOL and English pedagogy. Within studies of materials like language learning texts, most research focuses on content analyses of character roles and images, with sometimes purposeful exclusion of non-human characters.", "mime": "application/pdf"}, {"id": "ejall-2612", "words": "3684", "extension": ".pdf", "flesch": "38", "author": "Staggini, Giulia", "title": "Recensione: Pavesi, Maria, & Ghia, Elisa (2020). Informal contact with English. A case study of Italian postgraduate students. Edizioni ETS.", "date": "2021", "keywords": "che; con; degli; dei; english; inglese; input; lingua; studenti", "summary": "Le \u00a0 medesime \u00a0tendenze \u00a0si \u00a0riscontrano \u00a0anche \u00a0nei \u00a0Paesi \u00a0europei \u00a0che, \u00a0per \u00a0tradizione, \u00a0usano \u00a0il \u00a0doppiaggio \u00a0e \u00a0 in \u00a0cui, \u00a0 quindi, \u00a0 c\u2019\u00e8 \u00a0 una \u00a0 minor \u00a0 possibilit\u00e0 \u00a0 di \u00a0 esposizione \u00a0 ad \u00a0 input \u00a0 audiovisivi \u00a0 in \u00a0 inglese: \u00a0 Francia \u00a0 e \u00a0 Germania, \u00a0 ad \u00a0 esempio. \u00a0 Studi \u00a0Italiani \u00a0di \u00a0Linguistica \u00a0Teorica \u00a0e \u00a0Applicata, \u00a043(2), \u00a0227\u2013264. \u00a0", "mime": "application/pdf"}, {"id": "ejall-2613", "words": "3078", "extension": ".pdf", "flesch": "37", "author": "Soriano Fl\u00f3rez, Irene", "title": "Review/Rese\u00f1a: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanette (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters.", "date": "2021", "keywords": "education; emi; english; language; practices; students; translanguaging; use", "summary": "The authors of this volume inspire new research paths towards translanguaging theory, practice, and policy. This \u00a0shift, \u00a0Reilly \u00a0argues, \u00a0would \u00a0represent \u00a0a \u00a0 valuable \u00a0decolonising \u00a0move, \u00a0 an \u00a0 opportunity \u00a0 to \u00a0 \u201cdisrupt \u00a0 and \u00a0 transcend \u00a0 language \u00a0 ideologies \u00a0 from \u00a0 the \u00a0Global \u00a0 North\u201d \u00a0(p. \u00a078). \u00a0", "mime": "application/pdf"}, {"id": "ejall-2614", "words": "3324", "extension": ".pdf", "flesch": "39", "author": "Er, Simay Birce", "title": "Review: Kagan, Olga, Carreira, Maria M., & Hitchins Chik, Claire (Eds.). (2017). The Routledge handbook of heritage language education: From innovation to program building. Taylor & Francis.", "date": "2021", "keywords": "education; handbook; heritage; institutionalization; language; programs; studies; teaching", "summary": "The Routledge Handbook of Heritage Language Education successfully contextualizes heritage language education initiatives across a wide range of languages and geographical settings. It comprises an impressive range of studies that cover all levels of education and show the institutionalization process of heritage language education initiatives.", "mime": "application/pdf"}, {"id": "ejall-2615", "words": "20818", "extension": ".pdf", "flesch": "60", "author": "Conti, Sergio", "title": "Didattica delle lingue a distanza durante l\u2019emergenza Covid-19: il quadro generale", "date": "2021", "keywords": "0,00; 0,74; alla; anche; assegnati \u25fb; attivit\u00e0; audiolibri \u25fb; cartacei \u25fb; che; cloud \u25fb; come; compagni \u25fb; completare \u25fb; corso; covid-19; cui; dad; dall\u2019insegnante \u25fb; dati; degli; dei; delle; distanza \u25fb; docenti; era; generale; gli; grammatica \u25fb; hanno; invece; item; journall; lezioni \u25fb; lingue; l\u2019item; mail \u25fb; meet \u25fb; microfono \u25fb; modalit\u00e0; nella; non; orale \u25fb; pari \u25fb; parte; pi\u00f9; presenza \u25fb; questionario; questo; rispondenti; risposte; scritta \u25fb; scrivere \u25fb; scuole; secondaria; sezione; sia; sono; specificare; strumenti; studenti \u25fb; studio \u25fb; tabella; teams \u25fb; tra; una; universitari; universit\u00e0; videoconferenza \u25fb; \u25fb altro; \u25fb attivare; \u25fb autovalutazione; \u25fb competenze; \u25fb comprensione; \u25fb conti; \u25fb didattica; \u25fb durante; \u25fb e; \u25fb facebook; \u25fb facetime; \u25fb fare; \u25fb feedback; \u25fb google; \u25fb ho; \u25fb il; \u25fb interazione; \u25fb jitsi; \u25fb le; \u25fb libri; \u25fb l\u2019insegnante; \u25fb microsoft; \u25fb moodle; \u25fb obs; \u25fb possibilit\u00e0; \u25fb produzione; \u25fb raiscuola; \u25fb rispetto; \u25fb screen; \u25fb servizi; \u25fb skype; \u25fb socloo; \u25fb testi; \u25fb valutazione; \u25fb weschool; \u25fb whatsapp; \u25fb youtube; \u25fb \u25fb", "summary": "\u25fb WeSchool \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb WhatsApp \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb WeSchool \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb WhatsApp \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb \u25fb", "mime": "application/pdf"}, {"id": "ejall-2616", "words": "2320", "extension": ".pdf", "flesch": "52", "author": "Forabosco, Giovannantonio", "title": "Review: Attardo, Salvatore (Ed.) (2014). Encyclopedia of humor studies. (Vols. 1-2). Thousand Oaks, California: SAGE Publications.", "date": "2016", "keywords": "del; encyclopedia; humor; humor studies; journal; new; psychology; research; senso; studies", "summary": "On the other hand, it would not have been an easy task for the editors of the hosting journal to find someone completely uninvolved and still an experienced scholar or a researcher in the field of humor studies, as many if not most humor scholars are among the 212 authors of one or more entries of the Encyclopedia. Encyclopedia of humor studies.", "mime": "application/pdf"}, {"id": "ejall-2617", "words": "11477", "extension": ".pdf", "flesch": "46", "author": "Borro, Ilaria; Scolaro, Silvia", "title": "Optimal and appropriate input in a second language: The potential of (modified-)elaborated input in distance and classroom learning", "date": "2021", "keywords": "acquisition; comprehension; context; distance; elaboration; features; input; instruction; issue; knowledge; language; language acquisition; language learning; learners; learning; level; long; processing; proficiency; reading; research; students; studies; teachers; teaching; text; vocabulary", "summary": "The features of elaborated input make its application beneficial in any kind of language course. In addition, in the context of online teaching, elaborated input can be a powerful tool to deal with the issue of input appropriateness.", "mime": "application/pdf"}, {"id": "ejall-2618", "words": "1720", "extension": ".pdf", "flesch": "45", "author": "Banas, John", "title": "Review: Bell, Nancy. (2015). We are not amused: Failed humor in interaction. Berlin, Germany/Boston: De Gruyter Mouton.", "date": "2016", "keywords": "bell; book; chapter; humor; interaction", "summary": "Perhaps most importantly, the first chapter introduces the primary research method\u2014discourse analysis of largely the qualitative variety\u2014employed in the service of three main goals: to identify the ways humor can fail, to identify the interactive structure of episodes of failed humor, and to examine the social consequences of failed humor. The second chapter begins by examining how three seminal theoretical orientations to humor contribute to our understanding of failed humor.", "mime": "application/pdf"}, {"id": "ejall-2619", "words": "10331", "extension": ".pdf", "flesch": "54", "author": "Fazio, Alessandra; Cremasco, Claudia", "title": "Distance learning and the development of speaking skills: Challenges and opportunities", "date": "2021", "keywords": "data; flipgrid; guest; interaction; language; learners; learning; long; meaning; question; repetition; skills; speaker; speaking; sports; students; task; tblt; teaching; time; university; use; video", "summary": "This allows educators to showcase student videos on any topic and share videos with others. Students often measure their progress in a second language (L2) through their confidence and ability to speak in real world situations.", "mime": "application/pdf"}, {"id": "ejall-2620", "words": "15458", "extension": ".pdf", "flesch": "48", "author": "Amezcua, Ang\u00e9lica; Brandl, Anel; Dur\u00e1n Urrea, Evelyn; Rodr\u00edguez, Estrella", "title": "The switch to remote instruction in Spanish heritage language courses: Why social presence matters", "date": "2021", "keywords": "activities; classroom; community; courses; education; face; heritage; heritage language; individual; instruction; journall; language; language courses; language learning; latinx; learning; level; online; participants; presence; remote; research; shl; spanish; students; study; teaching; work", "summary": "Students mentioned that they needed for the instructor to be \u201ca more approachable teacher, \u201cto try to connect more with students,\u201d and \u2018to be there for your students.\u201d These needs, overall, call for an instructor to be compassionate and to support their students beyond just language needs. These interactions can manifest as either instructor providing support to their students or students engaging in authentic and active learning.", "mime": "application/pdf"}, {"id": "ejall-2621", "words": "12163", "extension": ".pdf", "flesch": "58", "author": "Pauletto, Franco; Ahlstr\u00f6m, Isabelle", "title": "Pautas at\u00edpicas. Las conversaciones en los materiales auditivos para la ense\u00f1anza de espa\u00f1ol L2 publicados en Suecia", "date": "2022", "keywords": "52\u201370; acciones; analysis; antonio; an\u00e1lisis; aqu\u00ed; caso; como; con; conversaciones; conversaci\u00f3n; de la; de los; de un; del; despu\u00e9s; dos; ejemplo; el turno; en el; en la; en los; en un; ense\u00f1anza; entre; espa\u00f1ol; este; extracto; forma; hablante; interacci\u00f3n; journall; language; las; los; lpt; l\u00ednea; materiales; m\u00e1s; otro; palabra; para; parte; participantes; pauletto; por; que; que el; qu\u00e9; respuesta; sacks; schegloff; siguiente; silencio; sin; social; turno; turno de; una; y la", "summary": "y la soluci\u00f3n de la reparaci\u00f3n (la reformulaci\u00f3n de la palabra mal pronunciada, por ejemplo). Un procedimiento de reparaci\u00f3n incluye tres componentes b\u00e1sicos: la fuente del problema (una palabra mal pronunciada o desconocida, por ejemplo), el inicio de la reparaci\u00f3n (con una se\u00f1al que indica el inicio del procedimiento)", "mime": "application/pdf"}, {"id": "ejall-2624", "words": "3500", "extension": ".pdf", "flesch": "45", "author": "Benatti, Ruben", "title": "Recensione: Torresan, Paolo. (2022). Un alfabeto di 73 lettere. Strategie per la didattica linguistica. Pearson Academy.", "date": "2022", "keywords": "alla; benatti; che; come; del; delle; didattica; gli; l'autore; language; metodo; nella; non; parte; piu\u0300; puo\u0300; sia; strategie; una; vengono; viene; volume", "summary": "In particolare, come si desume dal titolo, quelli relativi alle strategie di apprendimento e insegnamento. Viene proposta una classificazione delle varie strategie e si presentano alcuni principi base nella progettazione di corsi, lezioni e attivita\u0300. La terza parte infine (Capitoli 5, 6, 7 e 8), la piu\u0300 applicativa, e\u0300 dedicata a presentare concretamente diversi tipi di strategie e attivita\u0300 utili da mettere in pratica in classe.", "mime": "application/pdf"}, {"id": "ejall-2626", "words": "13825", "extension": ".pdf", "flesch": "58", "author": "Sperti, Silvia", "title": "English language teaching and learning at a time of change: Young learners\u2019 perceptions of instructional contexts", "date": "2022", "keywords": "analysis; awareness; data; education; english; english language; focus; franca; group; journall; language; language teaching; learners; learning; lingua; needs; practices; questions; research; school; teacher; teaching; terms; topics; use", "summary": "I hardly ever use English videogames (S13) ENGLISH LANGUAGE TEACHING AND LEARNING AT A TIME OF CHANGE E-JournALL 9(2) (2022), pp. 17\u201339 39 Silvia Sperti, Universit\u00e0 Roma Tre silvia.sperti@uniroma3.it EN Silvia Sperti holds a Ph.D. in English linguistics applied to intercultural communication.", "mime": "application/pdf"}, {"id": "ejall-2627", "words": "2365", "extension": ".pdf", "flesch": "37", "author": "Fang, Yuhua; Zhao, Rundong", "title": "Review: Collins, Luke C. (2019). Corpus linguistics for online communication: A guide for research. Routledge.", "date": "2022", "keywords": "author; chapter; communication; corpora; corpus; linguistics; online; research", "summary": "The fourth section, Chapter 9, explores the methodological challenges of corpus linguistics in general and suggests ways to apply corpus-based methods to online communication research. Beginning with theory and proceeding to case analysis, the volume's straightforward and logical organization shows beginners the core technique for doing online communication research in corpus approaches.", "mime": "application/pdf"}, {"id": "ejall-2628", "words": "3716", "extension": ".pdf", "flesch": "38", "author": "Gasparetto, Federico", "title": "Recensione: Santipolo, Matteo (2022). Educazione e politica linguistica. Teoria e pratica. Bulzoni Editore.", "date": "2022", "keywords": "alla; capitolo; che; come; consapevolezza; degli; dei; della; diritti; educazione; essere; gasparetto; gli; language; lingua; linguistica; nel; non; pi\u00f9; politica; pu\u00f2; quanto; questo; rispetto; sia; stranieri; una; variet\u00e0", "summary": "Lo status \u00e8 l\u2019intervento relativo alla regolamentazione normativa di diritti linguistici di un determinato gruppo e dalla promozione della stessa, in questo caso si agisce sull\u2019asse paradigmatico; il corpus invece riguarda in particolar modo la forma e i tratti della lingua. Teoria e pratica.", "mime": "application/pdf"}, {"id": "ejall-2630", "words": "3268", "extension": ".pdf", "flesch": "42", "author": "Medina L\u00f3pez, Julio C\u00e9sar", "title": "Rese\u00f1a: Pascual y Cabo, Diego, & Torres, Julio (Eds.) (2022). Aproximaciones al estudio del espa\u00f1ol como lengua de herencia. Routledge. ", "date": "2022", "keywords": "adquisici\u00f3n; autora; cap\u00edtulo; como; como lengua; con; del; elh; ense\u00f1anza; espa\u00f1ol; espa\u00f1ol como; este; hablantes; herencia; las; lengua; los; medina; para; por; que; sobre; sus; una", "summary": "Menciona que este tipo de pedagog\u00eda requiere la integraci\u00f3n de la diversidad cultural y la variaci\u00f3n ling\u00fc\u00edstica (multiliteracidad) en la instrucci\u00f3n, para desarrollar las habilidades funcionales (describir, narrar, explicar y argumentar) del estudiantado latinx en el aula. Aparte, se comparan los datos obtenidos de los hablantes de ELH, con datos de hablantes monoling\u00fces de espa\u00f1ol o de hablantes de espa\u00f1ol como L2, para determinar los factores que intervienen en la transferencia fonol\u00f3gica en el ELH.", "mime": "application/pdf"}, {"id": "ejall-2632", "words": "8771", "extension": ".pdf", "flesch": "49", "author": "Carbonara, Valentina", "title": "The effect of multilingual pedagogies on language aptitude: A study on lower secondary school students based on the LLAMA test", "date": "2022", "keywords": "aptitude; carbonara; competence; english; groups; invalsi; italian; language; language aptitude; learning; llama; llama test; pedagogies; school; score; students; test; test e; translanguaging", "summary": "The paper presents an explorative study regarding the relation between multilingual pedagogies and language aptitude, a complex construct associated with metalinguistic awareness and cognitive processes, which predict the capacity of learning a foreign language. Table 5 Pearson\u2019s or Spearman correlation coefficients for LLAMA tests scores and INVALSI scores in the TG and in the CG Target Group (N=32) Control Group (N=35) Invalsi ITA Invalsi ENG (R)", "mime": "application/pdf"}, {"id": "ejall-2633", "words": "11257", "extension": ".pdf", "flesch": "49", "author": "Forcelini, Jamile; Kim, Doo Young", "title": "Focusing on derivational-driven cognate patterns to promote vocabulary acquisition in Spanish", "date": "2024", "keywords": "acquisition; cognates; control; derivational; effects; english; forcelini; group; instruction; kim; language; learners; learning; nonce; nonce cognates; participants; patterns; post; processing; reading; results; spanish; studies; study; test; vocabulary; words", "summary": "An integral aspect of this method is the explicit analysis of a word's grammatical classification, including its part of speech, thereby facilitating the decoding of the meaning of new cognate words in the second language (L2) through the utilization of previously acquired knowledge of cognate words in the first language (L1), exemplified by pairs such as education in English and educacio n in Spanish. Lexical structure of stimuli (cognate words) Another key difference between previous accounts on derivational-driven cognate instruction is that the present activity focuses on controlling lexical formation patterns such as word length, frequency, and derivation status to determine cognate retention and acquisition predictability.", "mime": "application/pdf"}, {"id": "ejall-2646", "words": "10844", "extension": ".pdf", "flesch": "48", "author": "Gao, Yuchan (Blanche)", "title": "Weaving game and task into content-language integration: Proposing a game-mediated dual learning model ", "date": "2023", "keywords": "activities; approaches; content; design; dual; education; english; game; instruction; integration; language; language learning; learners; learning; model; opportunities; physics; players; students; study; task; teaching; use", "summary": "These approaches not only share common ground in a sociocultural and functional view of language learning but also share popularity as engaging classroom strategies in elementary, middle, and high school contexts. It is argued that, with a careful design, games can promote deep and meaningful learning by immersing players in quests that prompt them to engage with active learning (Gee, 2003).", "mime": "application/pdf"}, {"id": "ejall-2715", "words": "3078", "extension": ".pdf", "flesch": "45", "author": "Obanos-Gil, Maria Puy", "title": "Rese\u00f1a: L\u00e1zaro-Ibarrola, Amparo (2023). Child L2 writers. A room of their own. John Benjamins Publishing.", "date": "2023", "keywords": "aprendizaje; como; con; del; escritura; este; estudios; investigaci\u00f3n; language; las; los; para; por; que; tareas; una; writing", "summary": "Amparo L\u00e1zaro-Ibarrola tiene una dilatada experiencia como docente e investigadora y en los \u00faltimos a\u00f1os ha centrado su investigaci\u00f3n en el aprendizaje del ingl\u00e9s de los estudiantes m\u00e1s j\u00f3venes, concretamente en el estudio de las tareas de escritura (writing tasks). De hecho, la mayor parte de los estudios (23 de 29) analizados por L\u00e1zaro-Ibarrola se realizaron entre 2018 y 2022, lo que refleja la escasa atenci\u00f3n dedicada hasta hace unos a\u00f1os a esta etapa educativa.", "mime": "application/pdf"}, {"id": "ejall-2742", "words": "11463", "extension": ".pdf", "flesch": "44", "author": "Va\u00f1\u00f3 Garc\u00eda, In\u00e9s", "title": "A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)", "date": "2023", "keywords": "barrio; beaudrie; class; classroom; college; del; education; garc\u00eda; heritage language; instruction; journal; language; language instruction; language teaching; learning; material; pedagogies; pedagogy; practices; project; spanish; states; students; teaching; textbooks; united; va\u00f1\u00f3; work", "summary": "Spanish heritage language teaching: An overview Guadalupe Vald\u00e9s (1981) was one of the first scholars to take action on the topic of Spanish HLL (also known as Spanish for Native Speakers, or SNS) within the classroom environment. The \u201cother\u201d Latinx: The (non) existent representation of Afro-Latinx in Spanish language textbooks.", "mime": "application/pdf"}, {"id": "ejall-2746", "words": "10585", "extension": ".pdf", "flesch": "38", "author": "Scibetta, Andrea", "title": "Oscillando tra sinofobia e sinofilia: un\u2019analisi del discorso mediatico sui cinesi in Italia ai tempi del Covid", "date": "2023", "keywords": "alla; alle; analysis; anche; che; chinese; cina; cinesi; cinesi e; coding; con; confronti; corpus; covid; dal; dei; del; della; della pandemia; di cinesi; discorso; discourse; episodi; fonti; italia; italiano; journall; lingua; livello; mediatico; modo; nei; nel; nodes; nodi; nodo; numero; pandemia; parte; particolare; persone; pi\u00f9; quanto; quello; questo; repubblica; riferimento; scibetta; sia; sinodiscendenti; sinofilia; sinofobia; sociale; sono; sotto; studies; sulla; tabella; testi; theory; tra; tree; una; virus", "summary": "dei cinesi all'Italia o ai connazionali Organizzazione o contributo aiuti da parte di huaqiao \u534e\u4fa8 Sinofilia ed elogio comportamenti virtuosi cinesi in Italia italiani 17 40 14 11 37 cinesi 5 6 17 10 16 SCIBETTA E-JournALL, 10(1) (2023), pp. 39-57 54 cosiddetto stile spezzato, che sempre pi\u00f9 caratterizza i testi di molti articoli giornalistici italiani e che impone usi interpuntivi e meccanismi di coerenza e coesione testuali molto particolari, cfr. Infatti, lavorando sulla testualit\u00e0, e in particolare sul genere del testo giornalistico, si possono innanzitutto stabilire punti di connessione e di differenza tra il modo di costruire e articolare un discorso scritto in italiano e in cinese; si possono altres\u00ec verificare analogie e diversit\u00e0 nell\u2019uso di determinati stili (come il Giornali Condanna episodi di sinofobia Episodi di sinofobia Aiuti solidali della Cina e", "mime": "application/pdf"}, {"id": "ejall-2748", "words": "10806", "extension": ".pdf", "flesch": "52", "author": "Hartle, Sharon", "title": "From learner corpus to data-driven learning (DDL) in EAP writing. Improving lexical usage in academic writing", "date": "2023", "keywords": "analysis; choice; collocation; corpora; corpus; data; english; figure; hartle; journall; language; learners; learning; level; participants; production; research; study; teaching; university; usage; use; word; writing", "summary": "In our annotation of the corpus, therefore, we focused not only on errors but also on effective language choices that were higher than the production expected at a B1 level. Figure 6 shows the interface with default coding options on the left (red for problematic, and green for effective language choice).", "mime": "application/pdf"}, {"id": "ejall-2756", "words": "11497", "extension": ".pdf", "flesch": "43", "author": "Akinseye, Tolulope", "title": "Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduates students in Nigeria", "date": "2023", "keywords": "argument; coherence; context; english; ideas; information; language; learning; markers; metadiscourse; reader; research; skills; students; study; teaching; text; university; use; writer; writing", "summary": "Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduate students in Nigeria TOLULOPE AKINSEYE University of Ibadan Received 20 April 2023; accepted after revisions 17 October 2023 These findings underscore the pedagogical significance of incorporating interactive resources into the teaching of academic writing skills for ESL undergraduate students.", "mime": "application/pdf"}, {"id": "ejall-2757", "words": "11882", "extension": ".pdf", "flesch": "44", "author": "Doerr, Roxanne Barbara", "title": "Writing with \u201cAcademic Style\u201d: theoretical considerations and preliminary findings on the new frontiers of EAP", "date": "2023", "keywords": "abstracts; academic; analysis; competence; courses; doerr; eap; english; errors; group; international; knowledge; language; research; seminar; students; study; style; stylistics; text; use; writing", "summary": "RQ4: What are the broader implications of including academic style in academic writing courses for students and teachers? This is also proof of the students\u2019 acquired competence in topics that are commonly covered in academic writing courses and therefore their need to proceed to the next level and improve in academic style before being officially introduced to the academic discourse community.", "mime": "application/pdf"}, {"id": "ejall-2758", "words": "11781", "extension": ".pdf", "flesch": "51", "author": "Bonomo, Annalisa; Giuffrida, Simona Agata", "title": "The use of travel narratives to foster intercultural sensitivity and language awareness in the EAP classroom: the case of A House in Sicily by Daphne Phelps and its Italian translation Una Casa in Sicilia.", "date": "2023", "keywords": "awareness; bonomo; casa; ciccio; don; eap; english; esp; foreign; giuffrida; house; intercultural; italian; journall; language; learners; learning; literature; narratives; non; phelps; purposes; sicilian; source; students; studies; teaching; terms; text; translation; travel; una; use; writing", "summary": "Cultural translation: An introduction to the problem, and Responses. Writing travel as Janus: cultural translation as descriptive category for travel Writing.", "mime": "application/pdf"}, {"id": "ejall-2768", "words": "8017", "extension": ".pdf", "flesch": "49", "author": "Pennisi, Giulia Adriana", "title": "EALP textbooks and the challenges of legal English education", "date": "2023", "keywords": "academic; analysis; bhatia; ealp; eap; education; english; language; law; law school; legal; practice; prinsloo; purposes; research; school; skills; students; tbs; textbooks; university; writing", "summary": "The EALP TBs typologies identified were the following: skill- based TBs, law school TBs, academic legal language TBs, legal skills TBs, clinical legal skills TBs (see Appendix). Prinsloo 2022 present research course-based typology 11 TBs (1980-1985) pedagogy-based typology 37 TBs (1985-2002) skill-based typology 44 TBs (2002-2013) layered / practical skills and competencies typology 40 TBs (2013-2022) law school TBs law school TBs / legal guided TBs (law school education and linguistic skills needed prior to and at the beginning of law school) grammar-based books general legal writing law school examination books lexico-grammar based books (scientific approaches) academic legal language TBs (i.e., aimed at the 1st year of law school education) academic TBs (a broad spectrum of academic legal linguistic skills, i.e., focus mainly on communication skills; specific content may pose pedagogic problems in foreign jurisdictions) rhetoric-based books (rhetorical approaches) EALP TBs (content-based approaches) legal research / legal bibliography books books that include content (EAP approaches) legal skills TBs (cover the diverse set of legal skills) legalistic skills TBs (mostly comprehensive, they attempt to cover the professional, academic and career skills) legal brief writing and argumentation clinical legal skills (include the skills of practice, i.e. drafting, advocacy, mediation, etc.) productive skills set within procedural and substantive law TBs (emphasis on ethical legal epistemology and legal practice)", "mime": "application/pdf"}, {"id": "ejall-2779", "words": "8265", "extension": ".pdf", "flesch": "52", "author": "Nava, Andrea", "title": "Writing in English in Italy \u2013 from \u2018compositions\u2019 to \u2018academic writing\u2019", "date": "2023", "keywords": "book; century; composition; courses; education; english; essay; faculties; history; instruction; italian; italy; knowledge; language; nava; students; teachers; teaching; university; words; writing", "summary": "However, beyond its reference to contextual constraints, this image of writing as an \u201cindulgence\u201d seems to be a suitable metaphor for the long journey that English writing instruction has undertaken in Italy over the last hundred years. The aim of this first part of the paper was to consider the issue of English writing instruction in Italy in the 20th century from the perspective of those who were mainly charged with delivering it \u2013 Italian teachers of English.", "mime": "application/pdf"}, {"id": "ejall-2803", "words": "13405", "extension": ".pdf", "flesch": "49", "author": "Compagnoni, Ilaria; Serragiotto, Graziano", "title": "\u201cWe all contributed to tell stories to the best of our abilities\u201d: collaborative digital storytelling to promote students\u2019 positive interdependence in an online course of Italian as a foreign language", "date": "2024", "keywords": "activities; compagnoni; content; digital; education; experiences; group; ideas; immersive; interactions; interdependence; italian; ivr; journall; language; language learning; learning; non; online; participants; positive; reality; skills; storymaps; storytelling; students; table; task; technology; thinglink; use; virtual", "summary": "In fact, through digital language learning, students develop various forms of literacies which are essential for professional collaborations and social interactions. Considerations on cooperative learning and task-based methodologies were drawn to highlight gaps in the literature on investigating ways to boost students\u2019 positive interdependence in digital language learning contexts.", "mime": "application/pdf"}, {"id": "ejall-2808", "words": "4422", "extension": ".pdf", "flesch": "43", "author": "Gracia, Emilia", "title": "Review: Friedrich, Patricia (Ed.) (2023).The anti-racism linguist, a book of readings. Multilingual Matters.", "date": "2023", "keywords": "authors; chapter; english; friedrich; language; names; racism; states; students; teachers; use; volume", "summary": "Fanon\u2019s concept of non-being originates from the idea that modernity and \u201cWestern\u201d humanism have positioned the White, Western world as a human zone of being, while racializing and dehumanizing the rest of the world as non-White in a zone of non-being. In addition, she reviews research about teacher expectations of student academic success that concluded that teachers are more likely to have lower expectations for students with non-Anglo names, associating them with low socio-economic status and otherness.", "mime": "application/pdf"}, {"id": "ejall-2906", "words": "10069", "extension": ".pdf", "flesch": "48", "author": "Facciani, Chiara", "title": "Parents\u2019 multilingual storytelling in the school setting: exploring influence on family language practices", "date": "2024", "keywords": "activities; activity; carbonara; children; class; education; family; family language; home; home language; influence; involvement; italian; journal; language; multilingual; parents; participants; pedagogies; practices; punjabi; reading; research; school; storytelling; students; study; use", "summary": "The participants were involved in multilingual storytelling activities in class, with the intention of making home languages visible and creating an inclusive and democratic learning environment. Table 2 Language use during specific home activities Home activities Never Rarely Sometimes Often Always Use of Italian while sharing a meal 0% 20% 26% 27% 27% Use of home language while sharing a meal 0% 20% 20% 20% 40% Use of Italian while watching TV 0% 0% 23% 31% 46% Use of home language while watching TV 0% 18% 27% 18% 37% The answers to these questions show two different practices.", "mime": "application/pdf"}, {"id": "ejall-2936", "words": "12429", "extension": ".pdf", "flesch": "55", "author": "Cucchi, Costanza", "title": "Research-based projects and reflective journals to promote student engagement in a remote online English Linguistics course for Professional Business Communication", "date": "2024", "keywords": "analysis; business; communication; course; data; education; engagement; english; healey; journal; language; learning; linguistics; online; rbp; rbps; remote; research; rjs; section; students; study; teaching; time", "summary": "It is therefore suggested that research-based projects and journals potentially support student engagement in learning settings which may negatively affect engagement, such as remote online courses. However, to the best of my knowledge, the implementation of these tools has not yet been investigated in remote online linguistics courses, which could negatively affect student engagement.", "mime": "application/pdf"}, {"id": "ejall-2953", "words": "2363", "extension": ".pdf", "flesch": "29", "author": "Fiammenghi, Carlotta", "title": "Review: Zanola, Annalisa (2023). La lingua inglese per la comunicazione scientifica e professionale. Carocci", "date": "2023", "keywords": "academic; communication; english; espp; inglese; language; purposes", "summary": "Indeed, despite the fact that academic English is considered formal by nature, professionals who are expressing themselves in English need to be able to recognize \u2013 and adapt to \u2013 the different levels of formality required by the various situations and relationships developing in their workplace. More specifically, chapter 2 deals with written ESPP skills, providing the basics of syntax, semantics, and textual pragmatics, with the goal of examining and developing academic, as well as ESPP, writing skills.", "mime": "application/pdf"}, {"id": "ejall-2954", "words": "4677", "extension": ".pdf", "flesch": "49", "author": "Pinnavaia, Laura; Zanola, Annalisa", "title": "English for Academic Purposes (EAP): new frontiers in learning to write in English", "date": "2023", "keywords": "approaches; eap; eds; english; knowledge; pinnavaia; practice; purposes; skills; students; th\u00e0t; use; writing; \u00e0c\u00e0demic; \u00e0nd", "summary": "N\u00e0v\u00e0 investig\u00e0tes the \u201cpre- history\u201d of te\u00e0ching L2 English \u00e0c\u00e0demic writing \u2013 when writing instruction t\u00e0rgeted \u201ccomposition writing\u201d \u2013 through \u00e0 c\u00e0se study of the It\u00e0li\u00e0n context. The \u00e0uthor therefore \u00e0lso discusses how this investig\u00e0tion informed the cl\u00e0ssroom implement\u00e0tion of d\u00e0t\u00e0-driven le\u00e0rning (DDL) to incre\u00e0se le\u00e0rner \u00e0w\u00e0reness of \u00e0nd \u00e0bility to use colloc\u00e0tions effectively in written \u00e0c\u00e0demic English.", "mime": "application/pdf"}, {"id": "ejall-2977", "words": "16047", "extension": ".pdf", "flesch": "42", "author": "Spaliviero, Camilla", "title": "Enhancing teachers\u2019 multilingual language awareness through a course on language learning strategies and multilingual education", "date": "2024", "keywords": "activities; approaches; beliefs; borg; course; development; education; excerpt; impact; italian; knowledge; language; language awareness; language education; language learning; language teacher; learning strategies; multilingualism; new; practices; research; spanish; strategies; students; teachers; teaching; use", "summary": "As reported by several authors (e.g. De Angelis, 2011; Hauk\u00e5s, 2016; Jessner, 2018; Otwinowska, 2014, 2017), to become competent in the field of multilingual education, language teachers must have the following traits: - Be multilingual themselves. Addressing these suggestions could enhance the understanding of how to effectively support language teachers in leveraging multilingual educational environments, while promoting the development of their multilingual language awareness.", "mime": "application/pdf"}, {"id": "ejall-3072", "words": "7153", "extension": ".pdf", "flesch": "59", "author": "Uysal, Huseyin; Sayer, Peter", "title": "Human capital, social mobility, and TESOL: An interview with Peter Sayer", "date": "2024", "keywords": "capital; class; education; english; language; mexico; peter; peter sayer; sayer; social; students; teaching; tesol; things; translanguaging; uysal; way; work", "summary": "The conversation touches on issues such as social class, TESOL, and translanguaging, aiming to disclose insights into the role English language education plays in facilitating socioeconomic mobility and addressing existing inequalities. Huseyin Uysal: Considering the rapid expansion of English language education in public schools in Latin America, how can TESOL educators balance the goal of providing greater access to English with the risk of perpetuating existing social inequalities?", "mime": "application/pdf"}, {"id": "ejall-3078", "words": "15230", "extension": ".pdf", "flesch": "47", "author": "Panzavecchia, Michelle", "title": "Diverse voices, dynamic classrooms: Exploring changing demographics, pedagogical shifts, and training perspectives in Maltese multilingual primary classrooms.", "date": "2024", "keywords": "bilingual; children; classrooms; code; cultural; development; education; educators; english; excerpt; journall; language; learning; malta; maltese; multilingual; panzavecchia; participants; practices; research; schools; students; study; support; switching; teachers; teaching; training; translanguaging; use", "summary": "Teacher language practices that support multilingual learners: classroom\u2010 based approaches from multilingual early childhood teachers. Code-switching is in fact now considered a widely shared and valid practice within bilingual and multilingual environments, and therefore embracing the concept of language mixing as a pedagogical tool may effectively be the way forward for language education in Malta.", "mime": "application/pdf"}, {"id": "ejall-3122", "words": "3510", "extension": ".pdf", "flesch": "48", "author": "Branciari, Francesca Romana", "title": "Recensione: Cox, Sarah (2023). Meeting the needs of reunited refugee families. An ecological, multilingual approach to language learning. Multilingual Matters.", "date": "2024", "keywords": "capitolo; che; come; con; cui; dei; delle; ecologico; language; lingua; loro; multilingue; nel; nella; non; partecipanti; refugee; ricerca; studio; translanguaging; una; un\u00e0; volume", "summary": "Il volume \u00e8 diviso in tre sezioni: la prima, dal primo al quarto capitolo, fornisce il quadro teorico di riferimento, ma anche il contesto in cui si inserisce la ricerca esplorando due casi di studio precedenti che hanno costituito la base e il retroscena del caso in Scozia; la seconda parte, che comprende il quinto capitolo, introduce il caso di studio in Scozia mettendo in risalto la co-costruzione e l\u2019impiego dell\u2019\u00e0pproccio ecologico e multilingue; la terza e ultima parte restituisce i risultati dello studio attraverso le tre ecologie: relationship, place e language/languaging. Il livello di competenza delle partecipanti in lingua inglese, quasi completamente nullo se non per la conoscenza di alcune parole, rende necessaria la creazione di routine da parte della ricercatrice, in modo che le azioni e le richieste siano familiari e facilmente comprensibili.", "mime": "application/pdf"}, {"id": "ejall-3160", "words": "8608", "extension": ".pdf", "flesch": "58", "author": "Banks, David", "title": "Passive voice, first person pronouns and mental process verbs in the biological sciences research article", "date": "2025", "keywords": "articles; banks; english; material; overall; passive; person; person pronoun; physical; process; processes; pronoun; rate; research; sciences; subjects; type; use; verbs", "summary": "Recent studies carried out on a small sample of articles in the physical sciences have suggested that in physical sciences research articles, there are two available models: one using many passive forms and avoiding first person pronoun subjects; and the other using few passives but first person pronoun subjects readily. The six biological research articles that have been studied here, show restrained use of passives and a significant use of first person pronoun subjects.", "mime": "application/pdf"}, {"id": "ejall-3174", "words": "14016", "extension": ".pdf", "flesch": "50", "author": "Basanta, Almudena; Vangehuchten, Lieve; Van Herck, Rebecca", "title": "La competencia pragma-discursiva en las respuestas por correo electr\u00f3nico a reclamaciones: una propuesta did\u00e1ctica para el aula de espa\u00f1ol de los negocios", "date": "2025", "keywords": "7\u201335; acci\u00f3n; al cliente; an\u00e1lisis; apellido; atenci\u00f3n; basanta; chv; cliente; como; competencia; comunicaci\u00f3n; con; con el; contacto; corpus; correo; de la; de los; de respuesta; de un; del; del cliente; discursiva; ejemplo; ejercicio; electr\u00f3nico; elementos; empat\u00eda; empleado; empresa; en el; en la; ense\u00f1anza; espa\u00f1ol; este; estimado; estrategias; estructura; estudiantes; figura; g\u00e9nero; hemos; herck; journall; las; lenguaje; los; muy; m\u00e1s; nombre; nos; nosotros; para; por; por correo; pragma; problema; profesional; que; que el; queja; raz\u00f3nsocial; reclamaciones; reclamaci\u00f3n; respuesta; saludo; servicio; sobre; son; sus; tambi\u00e9n; una; uso; usted; van; vangehuchten; y el; y la", "summary": "Resulta evidente que uno de los inconvenientes de la comunicaci\u00f3n digital es su escasa riqueza medi\u00e1tica en comparaci\u00f3n con los canales tradicionales. Hemos recivido tu reclamaci\u00f3n confirmamos entonces que el cobre de los 24\u20ac es correcto, en este caso importe generado adicional por la baja de la linea sin aviso previo para amortizaci\u00f3n del termrinal registrado a venta a plazos, te indicamos que", "mime": "application/pdf"}, {"id": "ejall-3176", "words": "15861", "extension": ".pdf", "flesch": "47", "author": "Parini, Ilaria", "title": "YouTube\u2019s automatic subtitles in the ESL/ESP classroom", "date": "2025", "keywords": "audiovisual; automatic; che; content; english; fact; field; google; intralingual; italian; journall; language; learners; learning; machine; machine translation; marketing; media; misrecognition; parini; post; recognition; speech; students; study; subtitles; subtitling; technologies; text; translation; use; version; video; voice; youtube", "summary": "3. Table 3 Transcription of intralingual subtitles containing examples of misrecognition of entity names and post-edited version Intralingual subtitles Post-edited subtitles the field of visual identity was pioneered by Gordon lipincott the field of visual identity was pioneered by Gordon Lippincott liping cot introduced Evolution Lippincott introduced evolution Paul aare is one of the most prolific and active designers in the world Some examples are reported in Table 6: Table 6 Transcription of intralingual subtitles containing examples of misrecognition of common words, the corresponding interlingual (Italian) version and their post-edited version Intralingual subtitles Interlingual subtitles Post-edited subtitles Red Bull has a loud voice but it\u2019s not just loud it\u2019s one of the strongest brand voices on Earth not just among beverages or pickme UPS their promise is Wings an alternate reality where you can freef fall from the edge of space at the speed of sound or perfect that kickflip Red Bull ha una voce forte ma non \u00e8 solo forte \u00e8 una delle voci di marchio pi\u00f9 forti sulla Terra non solo tra le bevande o i pickme UPS", "mime": "application/pdf"}, {"id": "ejall-3237", "words": "2518", "extension": ".pdf", "flesch": "40", "author": "Sileo, Angela", "title": "Review: Talav\u00e1n, Noa, Lertola, Jennifer, and Fern\u00e1ndez-Costales, Alberto (2024). Didactic Audiovisual Translation and foreign language education. Routledge.", "date": "2024", "keywords": "dat; didactic; education; language; learning; lertola; students; subtitling; talava; translation", "summary": "Didactic Audiovisual Translation and foreign language education. Angela Sileo, Universita degli studi di Milano angela.sileo@unimi.it http://doi.org/10.21283/2376905X.15.271 http://www.e-journall.org/ mailto:angela.sileo@unimi.it REVIEW: DIDACTIC AUDIOVISUAL TRANSLATION AND FOREIGN LANGUAGE EDUCATION E-JournALL, 11(2) (2024), pp. 88-91 89 In the rapidly evolving context of foreign language education, there is a constant need for cutting edge approaches that engage students and improve learning outcomes.", "mime": "application/pdf"}, {"id": "ejall-3240", "words": "3717", "extension": ".pdf", "flesch": "42", "author": "Miranda, Lauren", "title": "Review: Lillie Padilla & Rosti Vana (Eds.) (2024). Representation, inclusion and social justice in world language teaching: Research and pedagogy for inclusive classrooms ", "date": "2024", "keywords": "authors; chapter; classrooms; inclusion; justice; language; programs; representation; social; spanish; students; teaching; world", "summary": "The thirteen chapters offer stakeholders working in language departments or dual language programs perspectives that can be implemented in language classrooms, teacher preparation programs, and at the department level. Agents of change: Reimagining curriculum and instruction in world language classrooms through social justice education.", "mime": "application/pdf"}, {"id": "ejall-3269", "words": "9296", "extension": ".pdf", "flesch": "45", "author": "Giacosa, Antonella; Pulcini, Virginia", "title": "Innovation in course design to teach business discourse: students\u2019 feedback and insights", "date": "2025", "keywords": "36\u201352; activities; approach; business; communication; corpus; course; digital; education; english; feedback; giacosa; journall; language; learning; linguistics; module; skills; students; teaching; university; work", "summary": "Instruments for obtaining student feedback: a review of the literature. Closing the feedback loop: Ensuring effective action from student feedback.", "mime": "application/pdf"}, {"id": "ejall-3277", "words": "3070", "extension": ".pdf", "flesch": "42", "author": "Heras, Cristina In\u00e9s", "title": "Review: Mu\u00f1oz-Basols, Javier, Fuertes Guti\u00e9rrez, Mara y Cerezo, Luis (Eds.) (2024). La ense\u00f1anza del espa\u00f1ol mediada por tecnolog\u00eda. De la justicia social a la Inteligencia Artificial (IA). Routledge", "date": "2024", "keywords": "anza; aprendizaje; artificial; basols; cap\u00ed; como; con; del; ensen; ense\u00f1anza; espa\u00f1ol; esta; language; las; lenguas; los; para; por; que; university", "summary": "En el art\u00ed culo inicial o pro logo, los editores presentan el modelo PPI (Planificar, Personalizar e Implementar), el cual propone el manejo de herramientas y recursos que permitan un \u201cempoderamiento tecnolo gico\u201d tanto del profesorado como del alumnado en la ensen anza y aprendizaje de la lengua. Le siguen a este primer art\u00ed culo tres partes que se corresponden con los tres momentos del modelo presentado (Planificar, Personalizar e Implementar), y la obra cierra con un ep\u00ed logo que aborda la tema tica de los nuevos escenarios mediados por la tecnolog\u00ed a y ma s espec\u00ed ficamente la IA.", "mime": "application/pdf"}, {"id": "ejall-3284", "words": "9034", "extension": ".pdf", "flesch": "47", "author": "Ruiz-Garrido, Miguel; Palmer-Silveira, Juan Carlos", "title": "The development of a new multimodal genre for corporate communication: the case of video CEO statements", "date": "2025", "keywords": "analysis; audience; business; ceo; communication; companies; company; digital; discourse; garrido; genre; image; information; journal; modes; multimodal; non; reports; research; ruiz; silveira; statements; study; use; video", "summary": "This shift significantly impacts report narratives, which are often enhanced by corporate videos, as they represent a versatile communication tool. In Giglioni\u2019s work (2020), an exceptional presence of video narratives is mentioned, opening up the possibility of adding corporate videos to the narrative sections of ACRs, which to our knowledge has not been studied.", "mime": "application/pdf"}, {"id": "ejall-3286", "words": "11770", "extension": ".pdf", "flesch": "38", "author": "Meredith, Michael", "title": "Insights from blended mobility: Combining COIL & short-term study abroad to enhance international business communication learning", "date": "2025", "keywords": "belonging; business; class; client; coil; communication; course; digital; education; experience; institution; intercultural; international; journall; learning; mobility; online; outcomes; research; self; sense; skills; students; study; team; technology; time; working", "summary": "A class normally consisted of 8-12 cross-cultural teams, and the professors make an effort to mix the teams based upon student experience, background, interest of study, etc. Accordingly, this inquiry addresses the following research questions: RQ1: Which of Helm and O\u2019Dowd\u2019s (2020) proposed blended mobility \u201cemployability\u201d skill outcomes were supported by student experiences?", "mime": "application/pdf"}, {"id": "ejall-3289", "words": "12278", "extension": ".pdf", "flesch": "53", "author": "Pagliara, Francesca", "title": "Chiusure conversazionali nei colloqui accademici in italiano L1/L2: [ENG. Tans. Conversational closings in teacher-student meetings in L1/L2 Italian]", "date": "2025", "keywords": "alla; allora; anche; arrivederci; attraverso; azioni; bene; campione; casi; che; che la; chiudere; chiusura; colloqui; come; conversazione; cui; dati; degli; dei; della; di chiusura; docente; essere; fase; gli; grazie; infatti; italiano; journall; language; nei; nel; nelle; non; pagliara; parte; perfetto; piu\u0300; pnn; pre; professore; puo\u0300; quali; quanto; questo; ringraziamento; ruolo; sacks; scambio; schegloff; segnali; sequenza; sia; sono; studenti; studio; tabella; terminale; tot; tra; transizione; tre; turni; una; va bene", "summary": "Qual e\u0300 la sua struttura? - Da che cosa dipende la lunghezza delle CC nei PN e nei PNN? Nel presente studio risultano rilevanti le nozioni strutturali inerenti alle sequenze che costituiscono la sequenza di chiusura, ovvero la fase di pre-chiusura (PC), gli spazi di opportunita\u0300 che qui vengono chiamati turni di transizione (TT) e lo scambio terminale (ST); salienti risultano anche le categorie di analisi, quali allineamento referenziale e al ruolo sociale. La distribuzione delle azioni su piu\u0300 turni permette di saggiare progressivamente la disponibilita\u0300 dell\u2019interlocutore a chiudere lo scambio o, mutatis mutandis, di veri^icare che non ci siano ulteriori argomenti di cui parlare, e in ultima analisi, ad evitare un commiato brusco.", "mime": "application/pdf"}, {"id": "ejall-3335", "words": "12370", "extension": ".pdf", "flesch": "46", "author": "Strong, Jane", "title": "Moving from theory to practice: Applying the four meta-literacy model to the business communication classroom ", "date": "2025", "keywords": "4ml; analysis; business; communication; decks; design; design literacy; digital; information; literacies; literacy; literacy model; meta; model; multimedia; multimodal; multimodal communication; multimodal design; rubric; skills; slide; strong; students; use; visual", "summary": "Multimodal design literacy Multimodal design literacy is described as the \u201cability to effectively communicate meaning through multiple modalities such as language, text, audio, visual, gestures, facial expression, design choices, color, animation, and other semiotic resources in digital multimodal communication environments\u201d (Strong, 2022). By employing a visual analysis of the decking, constructed themes provide more information about digital multimodal communication literacies in professional communication.", "mime": "application/pdf"}, {"id": "ejall-3371", "words": "11581", "extension": ".pdf", "flesch": "34", "author": "Staggini , Giulia", "title": "The impact of immersive educational environments on productive and receptive vocabulary in dyslexic university students of EFL: A case study", "date": "2025", "keywords": "acquisition; control; dyslexia; education; english; environments; experimental; group; iees; immersive; impact; journall; language; language learning; learners; learning; motivation; needs; research; staggini; students; study; teaching; technology; university; vocabulary", "summary": "Her work explores language learning accessibility, and innovative digital tools in education. This study investigates the impact of Immersive Educational Environments (IEEs) on English vocabulary acquisition among university students with Specific Learning Disorders, particularly dyslexia.", "mime": "application/pdf"}, {"id": "ejall-3380", "words": "3716", "extension": ".pdf", "flesch": "39", "author": "Ainsworth, Judith; Pulcini, Virginia", "title": "Multimodality and the digital turn in teaching business discourse. An Introduction to the Special Issue", "date": "2025", "keywords": "ainsworth; analysis; business; communication; discourse; language; literacy; multimodal; resources; students; studies; teaching; university", "summary": "The discourse analytical tools that had been originally formulated to analyse language use were then extended to the analysis of digital discourse and to studies on digital business discourse (Bargiela-Chiappini, 2009; Darics, 2015, 2016). Thus, this Special Issue fills this gap by providing a collection of activities for teaching and learning multimodal business discourse that are specifically tailored to the business communication context.", "mime": "application/pdf"}, {"id": "ejall-3405", "words": "2264", "extension": ".pdf", "flesch": "36", "author": "Falcone, Mariasophia", "title": "Book Review: Fei Victor Lim and Mercedes Querol-Juli\u00e1n (2024), Designing learning with digital technologies. Routledge.", "date": "2025", "keywords": "chapter; design; digital; education; learning; lim; multimodal; teaching; volume", "summary": "It also addresses recent calls for the systematic integration of digital multimodal texts in educational practice, building on prior work that has analysed the structures and communicative functions of such texts (e.g., Adami & Jewitt, 2016; Bezemer & Kress, 2017; Zappavigna, 2020). Therefore, it will be of interest to researchers and educators focusing on digital learning and multimodal literacies.", "mime": "application/pdf"}, {"id": "ejall-3423", "words": "11627", "extension": ".pdf", "flesch": "49", "author": "Banzina, Elina", "title": "Students smarter than teachers? Gen Z EFL student perceptions of English pronunciation learning and teaching", "date": "2025", "keywords": "american; children; data; english; english teachers; exposure; gen; input; language; learners; learning; like; media; non; pronunciation; research; school; scores; self; students; study; teachers; teaching", "summary": "The main findings are that, first, Gen Z students rate their own pronunciation as fairly advanced, reporting extramural English as a greater influence than their English teachers\u2019 input, and second, view their non-native English teachers\u2019 pronunciation as less native-like than their own, yet generally rate their teachers as acceptable models of English pronunciation. Student responses to the question:\u201d Was your high school English teacher a good model of English pronunciation?", "mime": "application/pdf"}, {"id": "ejall-3472", "words": "2787", "extension": ".pdf", "flesch": "35", "author": "Willoughby, Audrey", "title": "Review: Sindoni, Maria Grazia & Moschini, Ilaria (Eds.) (2022). Multimodal Literacies Across Digital Learning Contexts. Routledge.", "date": "2025", "keywords": "chapter; contexts; digital; language; learning; literacies; multimodal; multimodality; review; university; volume", "summary": "desempe\u00f1ado el cargo de coordinadora de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en el contexto educativo italiano. Audrey Willoughby es doctoranda en Ling\u00fc\u00edstica en la Universidad de Mil\u00e1n, en el Departamento de Lenguas, Literaturas, Culturas y Mediaciones.", "mime": "application/pdf"}, {"id": "ejall-3474", "words": "2410", "extension": ".pdf", "flesch": "35", "author": "Cucinotta, Giacomo", "title": "Rese\u00f1a: Benati, Alessandro G. (2024). Second language teacher education. A cognitive and evidence-based perspective. Bloomsbury.", "date": "2025", "keywords": "aprendizaje; como; con; del; did\u00e1ctica; ense\u00f1anza; idiomas; language; lenguas; los; m\u00e1s; para; que; teacher; una", "summary": "El autor presenta la materia dentro de un marco cognitivo que integra la investigaci\u00f3n acad\u00e9mica con la pr\u00e1ctica en el aula. la pratica in classe e sottolinea l\u2019importanza di alcuni principi fondamentali dell\u2019insegnamento linguistico, come l\u2019importanza di input di qualit\u00e0 e di attivit\u00e0 significative.", "mime": "application/pdf"}, {"id": "ejall-3479", "words": "3878", "extension": ".pdf", "flesch": "31", "author": "Berchio, Giulia", "title": "Recensione: Hiratsuka, Takaaki (2024). Native-speakerism and trans-speakerism. Entering a new era. Cambridge University Press.", "date": "2025", "keywords": "alla; che; con; dei; della; dell\u2019inglese; hiratsuka; insegnanti; lingua; linguistica; l\u2019autore; native; nel; non; parlanti; pi\u00f9; questo; ricerca; scuola; speakerism; studio; sul; trans; una; volume", "summary": "Cita, a questo proposito, l\u2019esempio di Rivers (2018), il quale afferma che le categorie estreme esistono solo nella mente di chi crede in queste BERCHIO E-JournALL, 12(2) (2025), pp. 84-89 86 distinzioni, e sottolinea come il proprio pensiero si trovi in contrasto con quest\u2019ultimo: secondo Hiratsuka, infatti, appartenere alla categoria delle/dei parlanti non native/i dell\u2019inglese permette in realt\u00e0 di percepire in modo netto la distinzione tra le due categorie \u201cnative/i\u201d vs \u201cnon native/i\u201d, visibile gi\u00e0 a partire dalla letteratura scientifica sul tema, dove \u00e8 pi\u00f9 folta la presenza di fonti sulle/sui parlanti native/i. Vengono sollevate, poi, altre criticit\u00e0, in particolare relativamente alle strategie che le/i parlanti native/i metterebbero in atto per distogliere l\u2019attenzione dal tema della discriminazione di parlanti non native/i dell\u2019inglese negando, di fatto, l\u2019esistenza di esigenze specifiche da parte di questa categoria e la difficolt\u00e0 che essa incontra nell\u2019ottenere un reale riconoscimento. . 84-89 88 dell\u2019insegnamento delle lingue, alle e ai quali la ricerca, come rilevato dalla revisione della letteratura sul tema, non aveva finora dedicato uno spazio adeguato. Tuttavia, seppur l\u2019autore sia riuscito a elicitare, da un lato, il loro malcontento nei confronti dell\u2019egemonia del native-speakerism e, dall\u2019altro, a individuare gli elementi che permetterebbero di raggiungere un riconoscimento maggiore (puntare di pi\u00f9 sulla consapevolezza interculturale, sulla professionalizzazione delle e degli insegnanti e sul concetto di Global Englishes), rimane il dubbio relativo al se e al quanto tempestivamente l\u2019augurio di un cambio di paradigma possa essere tradotto in azioni concrete.", "mime": "application/pdf"}]