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Language learning strategy reported choice by bilingual children in CLIL: The effect of age, proficiency and gender in L3 learners of English

System (Linköping), 2019-12, Vol.87, p.102165, Article 102165

2019

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Introduction: L1 use in content-based and CLIL settings

International journal of bilingual education and bilingualism, 2019-01, Vol.22 (1), p.1-4

2019

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Editorial: Introduction to the special issue on English language learning in primary schools

Studies in second language learning and teaching, 2020-09, Vol.10 (3), p.415-422

2020

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Differential and selective morpho-syntactic impairment in Spanish-Basque bilingual aphasia

Bilingualism (Cambridge, England), 2016-08, Vol.19 (4), p.810-833

2016

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CLIL at the linguistic interfaces

Journal of immersion and content-based language education, 2018-01, Vol.6 (1), p.85-112

2018

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Children's Comprehension of Relative Clauses in an Ergative Language: The Case of Basque

Language acquisition, 2011-07, Vol.18 (3), p.176-201

Gutierrez-Mangado, M. Juncal

2011

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Expanding the scope of L3 transfer study designs

Linguistic approaches to bilingualism, 2021-03, Vol.11 (1), p.60-64

Gutierrez-Mangado, M. Juncal

2021

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Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice

1st ed. 2019., 2019

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Hot Potatoes activities to improve grammatical accuracy across different proficiency courses

Journal of English studies (Logroño), 2020, Vol.18 (18), p.253-277

2020

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Cross-Linguistic Influence in Second Language Speech: Implications for Learning and Teaching

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.1-20

2019

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Cross-Linguistic Influence at the Level of Word Order in L3 English by L1 Georgian/L2 Russian Speakers

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.65-86

2019

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“I’m Jealous but I Am Very Happy”: Congratulating in an EFL Context

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.149-167

2019

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The Use of Communication Strategies in L3 English CLIL Learners

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.169-189

2019

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Explicit Plurilingualism in Co-taught CLIL Instruction: Rethinking L1 Use

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.191-213

2019

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Native Language Identification by Human Judges

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.215-231

2019

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Syntactic Transfer in L3 Learning. What Do Models and Results Tell Us About Learning and Teaching a Third Language?

Cross-Linguistic Influence, 2019, p.101-120

2019

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CLI in Lexical Accessibility

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.49-63

2019

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Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.87-99

2019

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What Lies Beneath: L1 Morphosyntax Seeping in Through Young Learners’ EFL

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.121-148

2019

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Introduction to the special issue on English language learning in primary schools

Studies in second language learning and teaching, 2020-09, Vol.10 (3), p.415

2020

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Cross-Linguistic Influence

1, 2019

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Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar?

Journal of immersion and content-based language education, 2015-01, Vol.3 (1), p.51-76

2015

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Li Use, Lexical Richness, Accuracy and Syntactic Complexity in the Oral Production of CLIL and NON-CLIL Learners of English / Uso de la Li, riqueza léxica, precisión y complejidad sintáctica en la producción oral de aprendices de inglés en contextos AICLE y NO-AICLE

Atlantis (Salamanca, Spain), 2015-12, Vol.37 (2), p.175-197

2015

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Language-related episodes by young CLIL learners: A review of task modality effects

Language teaching for young learners, 2021-07, Vol.3 (2), p.214-245

2021

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ðə ˈmusɪk ɪnˈdustrɪ jas esˈtarted teikin leˈgal akˈʃɒn/. A Preliminary Study on the Nature and Impact of Phonological and Orthographic Transfer in the English Speech of Bilingual Speakers of Spanish and Galician

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 2019, p.21-47

2019

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Language learning strategy reported choice by bilingual children in CLIL: The effect of age, proficiency and gender in L3 learners of English

Introduction: L1 use in content-based and CLIL settings

Editorial: Introduction to the special issue on English language learning in primary schools

Differential and selective morpho-syntactic impairment in Spanish-Basque bilingual aphasia

CLIL at the linguistic interfaces

Children's Comprehension of Relative Clauses in an Ergative Language: The Case of Basque

Expanding the scope of L3 transfer study designs

Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice

Hot Potatoes activities to improve grammatical accuracy across different proficiency courses

Cross-Linguistic Influence in Second Language Speech: Implications for Learning and Teaching

Cross-Linguistic Influence at the Level of Word Order in L3 English by L1 Georgian/L2 Russian Speakers

“I’m Jealous but I Am Very Happy”: Congratulating in an EFL Context

The Use of Communication Strategies in L3 English CLIL Learners

Explicit Plurilingualism in Co-taught CLIL Instruction: Rethinking L1 Use

Native Language Identification by Human Judges

Syntactic Transfer in L3 Learning. What Do Models and Results Tell Us About Learning and Teaching a Third Language?

CLI in Lexical Accessibility

Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language

What Lies Beneath: L1 Morphosyntax Seeping in Through Young Learners’ EFL

Introduction to the special issue on English language learning in primary schools

Cross-Linguistic Influence

Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar?

Li Use, Lexical Richness, Accuracy and Syntactic Complexity in the Oral Production of CLIL and NON-CLIL Learners of English / Uso de la Li, riqueza léxica, precisión y complejidad sintáctica en la producción oral de aprendices de inglés en contextos AICLE y NO-AICLE

Language-related episodes by young CLIL learners: A review of task modality effects

ðə ˈmusɪk ɪnˈdustrɪ jas esˈtarted teikin leˈgal akˈʃɒn/. A Preliminary Study on the Nature and Impact of Phonological and Orthographic Transfer in the English Speech of Bilingual Speakers of Spanish and Galician

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