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Publisher: Cambridge University Press   (Total: 372 journals)

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Showing 1 - 200 of 372 Journals sorted alphabetically
Acta Neuropsychiatrica     Hybrid Journal   (Followers: 4, SJR: 0.733, CiteScore: 2)
Acta Numerica     Hybrid Journal   (Followers: 3, SJR: 6.709, CiteScore: 10)
Advances in Animal Biosciences     Full-text available via subscription   (Followers: 9)
Advances in Applied Mathematics and Mechanics     Full-text available via subscription   (SJR: 0.441, CiteScore: 1)
Aeronautical J., The     Hybrid Journal   (Followers: 3)
Africa     Hybrid Journal   (Followers: 19, SJR: 0.582, CiteScore: 1)
African Studies Review     Full-text available via subscription   (Followers: 18, SJR: 0.437, CiteScore: 1)
Ageing & Society     Hybrid Journal   (Followers: 40, SJR: 0.756, CiteScore: 2)
Agricultural and Resource Economics Review     Open Access   (Followers: 5, SJR: 0.414, CiteScore: 1)
AI EDAM     Hybrid Journal   (SJR: 0.375, CiteScore: 1)
AJS Review     Full-text available via subscription   (Followers: 2, SJR: 0.128, CiteScore: 0)
American Political Science Review     Hybrid Journal   (Followers: 264, SJR: 5.587, CiteScore: 4)
Anatolian Studies     Full-text available via subscription   (Followers: 4, SJR: 0.528, CiteScore: 1)
Ancient Mesoamerica     Hybrid Journal   (Followers: 10, SJR: 0.478, CiteScore: 1)
Anglo-Saxon England     Hybrid Journal   (Followers: 34, SJR: 0.1, CiteScore: 0)
animal     Hybrid Journal   (Followers: 3, SJR: 0.842, CiteScore: 2)
Animal Health Research Reviews     Hybrid Journal   (Followers: 3, SJR: 0.69, CiteScore: 2)
Animal Science     Full-text available via subscription   (Followers: 9)
Annals of Actuarial Science     Full-text available via subscription   (Followers: 1)
Annual of the British School at Athens     Full-text available via subscription   (Followers: 15, SJR: 0.177, CiteScore: 0)
Annual Review of Applied Linguistics     Hybrid Journal   (Followers: 36, SJR: 3.223, CiteScore: 4)
Antarctic Science     Hybrid Journal   (Followers: 1, SJR: 0.643, CiteScore: 1)
Antichthon     Full-text available via subscription   (Followers: 1, SJR: 0.101, CiteScore: 0)
Antiquaries J., The     Full-text available via subscription   (Followers: 8, SJR: 0.106, CiteScore: 0)
Antiquity     Hybrid Journal   (Followers: 27)
ANZIAM J.     Open Access   (Followers: 1, SJR: 0.216, CiteScore: 0)
Applied Psycholinguistics     Hybrid Journal   (Followers: 22, SJR: 0.945, CiteScore: 2)
APSIPA Transactions on Signal and Information Processing     Open Access   (Followers: 8, SJR: 0.404, CiteScore: 2)
Arabic Sciences and Philosophy     Hybrid Journal   (Followers: 9, SJR: 0.101, CiteScore: 0)
Arbor Clinical Nutrition Updates     Full-text available via subscription   (Followers: 3)
Archaeological Dialogues     Hybrid Journal   (Followers: 36, SJR: 0.898, CiteScore: 1)
Archaeological Reports     Full-text available via subscription   (Followers: 5, SJR: 0.128, CiteScore: 0)
arq: Architectural Research Quarterly     Hybrid Journal   (Followers: 8, SJR: 0.123, CiteScore: 0)
Asian J. of Comparative Law     Hybrid Journal   (Followers: 9, SJR: 0.129, CiteScore: 0)
Asian J. of Intl. Law     Hybrid Journal   (Followers: 14, SJR: 0.135, CiteScore: 0)
Asian J. of Law and Society     Hybrid Journal   (Followers: 7, SJR: 0.195, CiteScore: 0)
Astin Bulletin     Full-text available via subscription   (Followers: 1, SJR: 0.878, CiteScore: 1)
Australasian J. of Organisational Psychology     Hybrid Journal   (Followers: 9, SJR: 0.154, CiteScore: 1)
Australasian J. of Special Education     Full-text available via subscription   (Followers: 8, SJR: 0.187, CiteScore: 0)
Australian J. of Environmental Education     Full-text available via subscription   (Followers: 7, SJR: 0.403, CiteScore: 1)
Australian J. of Indigenous Education, The     Full-text available via subscription   (Followers: 10, SJR: 0.26, CiteScore: 1)
Australian J. of Rehabilitation Counseling     Full-text available via subscription   (Followers: 4, SJR: 0.144, CiteScore: 0)
Austrian History Yearbook     Full-text available via subscription   (Followers: 9, SJR: 0.161, CiteScore: 0)
Behavioral and Brain Sciences     Hybrid Journal   (Followers: 35, SJR: 0.595, CiteScore: 1)
Behaviour Change     Full-text available via subscription   (Followers: 13, SJR: 0.508, CiteScore: 1)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 140, SJR: 0.976, CiteScore: 2)
Bilingualism: Language and Cognition     Hybrid Journal   (Followers: 38, SJR: 1.446, CiteScore: 2)
Biofilms     Full-text available via subscription   (Followers: 1)
Bird Conservation Intl.     Hybrid Journal   (Followers: 24, SJR: 0.581, CiteScore: 1)
BJPsych Advances     Full-text available via subscription   (Followers: 54, SJR: 0.275, CiteScore: 0)
BJPsych Intl.     Open Access   (Followers: 2)
BJPsych Open     Open Access  
Brain Impairment     Full-text available via subscription   (Followers: 2, SJR: 0.321, CiteScore: 1)
Breast Cancer Online     Full-text available via subscription   (Followers: 4)
Britannia     Full-text available via subscription   (Followers: 7, SJR: 0.111, CiteScore: 0)
British Actuarial J.     Full-text available via subscription  
British Catholic History     Hybrid Journal   (Followers: 1, SJR: 0.133, CiteScore: 1)
British J. for the History of Science     Hybrid Journal   (Followers: 23, SJR: 0.235, CiteScore: 0)
British J. of Anaesthetic and Recovery Nursing     Full-text available via subscription   (Followers: 8)
British J. of Music Education     Hybrid Journal   (Followers: 24, SJR: 0.564, CiteScore: 1)
British J. Of Nutrition     Hybrid Journal   (Followers: 75, SJR: 1.612, CiteScore: 4)
British J. of Political Science     Hybrid Journal   (Followers: 169, SJR: 4.661, CiteScore: 4)
British J. of Psychiatry     Hybrid Journal   (Followers: 192, SJR: 2.844, CiteScore: 3)
Bulletin of Entomological Research     Hybrid Journal   (Followers: 11, SJR: 0.805, CiteScore: 2)
Bulletin of Symbolic Logic     Full-text available via subscription   (Followers: 2, SJR: 0.555, CiteScore: 1)
Bulletin of the Australian Mathematical Society     Full-text available via subscription   (Followers: 1, SJR: 0.44, CiteScore: 0)
Bulletin of the School of Oriental and African Studies     Hybrid Journal   (Followers: 19, SJR: 0.146, CiteScore: 0)
Business and Human Rights J.     Full-text available via subscription   (Followers: 3, SJR: 0.536, CiteScore: 1)
Business Ethics Quarterly     Full-text available via subscription   (Followers: 13, SJR: 1.098, CiteScore: 2)
Business History Review     Full-text available via subscription   (Followers: 15, SJR: 0.347, CiteScore: 1)
Cambridge Archaeological J.     Hybrid Journal   (Followers: 128, SJR: 1.121, CiteScore: 1)
Cambridge Classical J.     Full-text available via subscription   (Followers: 18, SJR: 0.101, CiteScore: 0)
Cambridge J. of Postcolonial Literary Inquiry     Hybrid Journal   (Followers: 7)
Cambridge Law J.     Hybrid Journal   (Followers: 167, SJR: 0.213, CiteScore: 0)
Cambridge Opera J.     Hybrid Journal   (Followers: 5, SJR: 0.14, CiteScore: 0)
Cambridge Quarterly of Healthcare Ethics     Hybrid Journal   (Followers: 11, SJR: 0.299, CiteScore: 1)
Camden Fifth Series     Full-text available via subscription   (Followers: 3)
Canadian Entomologist     Hybrid Journal   (Followers: 5, SJR: 0.482, CiteScore: 1)
Canadian J. of Emergency Medicine     Hybrid Journal   (Followers: 13, SJR: 0.624, CiteScore: 1)
Canadian J. of Law & Jurisprudence     Full-text available via subscription   (Followers: 10, SJR: 0.237, CiteScore: 0)
Canadian J. of Law and Society     Hybrid Journal   (Followers: 20, SJR: 0.259, CiteScore: 1)
Canadian J. of Neurological Sciences     Full-text available via subscription   (SJR: 0.549, CiteScore: 1)
Canadian J. of Political Science/Revue canadienne de science politique     Full-text available via subscription   (Followers: 23, SJR: 0.385, CiteScore: 1)
Canadian J. on Aging     Hybrid Journal   (Followers: 11, SJR: 0.426, CiteScore: 1)
Canadian Yearbook of Intl. Law / Annuaire canadien de droit international     Full-text available via subscription   (Followers: 2)
Cardiology in the Young     Hybrid Journal   (Followers: 32, SJR: 0.372, CiteScore: 1)
Central European History     Full-text available via subscription   (Followers: 30, SJR: 0.159, CiteScore: 0)
Children Australia     Partially Free   (Followers: 2, SJR: 0.255, CiteScore: 0)
China Quarterly     Hybrid Journal   (Followers: 51, SJR: 2.289, CiteScore: 3)
Chinese J. of Agricultural Biotechnology     Full-text available via subscription   (Followers: 4)
Church History: Studies in Christianity and Culture     Full-text available via subscription   (Followers: 71, SJR: 0.106, CiteScore: 0)
Classical Quarterly     Full-text available via subscription   (Followers: 30, SJR: 0.204, CiteScore: 0)
Classical Review     Full-text available via subscription   (Followers: 26)
CNS Spectrums     Hybrid Journal   (Followers: 3, SJR: 1.391, CiteScore: 3)
Cognitive Behaviour Therapist     Hybrid Journal   (Followers: 13)
Combinatorics, Probability and Computing     Hybrid Journal   (Followers: 4, SJR: 0.839, CiteScore: 1)
Communications in Computational Physics     Full-text available via subscription   (Followers: 2, SJR: 1.048, CiteScore: 2)
Comparative Studies in Society and History     Full-text available via subscription   (Followers: 47, SJR: 0.585, CiteScore: 1)
Compositio Mathematica     Full-text available via subscription   (Followers: 1, SJR: 3.139, CiteScore: 1)
Contemporary European History     Hybrid Journal   (Followers: 26, SJR: 0.263, CiteScore: 1)
Continuity and Change     Hybrid Journal   (Followers: 12, SJR: 0.107, CiteScore: 0)
Dance Research J.     Full-text available via subscription   (Followers: 9, SJR: 0.211, CiteScore: 0)
Development and Psychopathology     Hybrid Journal   (Followers: 9, SJR: 2.068, CiteScore: 4)
Dialogue Canadian Philosophical Review/Revue canadienne de philosophie     Full-text available via subscription   (Followers: 3, SJR: 0.156, CiteScore: 0)
Diamond Light Source Proceedings     Full-text available via subscription  
Disaster Medicine and Public Health Preparedness     Hybrid Journal   (Followers: 13, SJR: 0.471, CiteScore: 1)
Du Bois Review: Social Science Research on Race     Full-text available via subscription   (Followers: 9, SJR: 0.561, CiteScore: 1)
Early China     Hybrid Journal   (Followers: 3)
Early Music History     Hybrid Journal   (Followers: 8, SJR: 0.101, CiteScore: 0)
Earth and Environmental Science Transactions of the Royal Society of Edinburgh     Hybrid Journal   (Followers: 5)
East Asian J. on Applied Mathematics     Full-text available via subscription   (SJR: 0.418, CiteScore: 1)
Ecclesiastical Law J.     Full-text available via subscription   (Followers: 6, SJR: 0.114, CiteScore: 0)
Econometric Theory     Hybrid Journal   (Followers: 16, SJR: 2.915, CiteScore: 1)
Economics and Philosophy     Hybrid Journal   (Followers: 14, SJR: 0.622, CiteScore: 1)
Edinburgh J. of Botany     Hybrid Journal   (SJR: 0.283, CiteScore: 1)
Eighteenth-Century Music     Hybrid Journal   (Followers: 11, SJR: 0.113, CiteScore: 0)
English Language and Linguistics     Hybrid Journal   (Followers: 24, SJR: 0.52, CiteScore: 1)
English Profile J.     Hybrid Journal   (Followers: 2)
English Today     Hybrid Journal   (Followers: 9, SJR: 0.279, CiteScore: 0)
Enterprise & Society : The Intl. J. of Business History     Hybrid Journal   (Followers: 17, SJR: 0.245, CiteScore: 1)
Environment and Development Economics     Hybrid Journal   (Followers: 33, SJR: 0.617, CiteScore: 1)
Environmental Conservation     Hybrid Journal   (Followers: 60, SJR: 1.028, CiteScore: 2)
Environmental Practice     Full-text available via subscription   (Followers: 3, SJR: 0.145, CiteScore: 0)
Epidemiology & Infection     Hybrid Journal   (Followers: 16, SJR: 1.128, CiteScore: 2)
Epidemiology and Psychiatric Sciences     Hybrid Journal   (Followers: 3, SJR: 1.494, CiteScore: 2)
Episteme     Hybrid Journal   (Followers: 12, SJR: 0.756, CiteScore: 1)
Equine and Comparative Exercise Physiology     Full-text available via subscription   (Followers: 7)
Ergodic Theory and Dynamical Systems     Hybrid Journal   (Followers: 2, SJR: 1.193, CiteScore: 1)
Ethics & Intl. Affairs     Full-text available via subscription   (Followers: 13, SJR: 0.557, CiteScore: 1)
European Constitutional Law Review (EuConst)     Full-text available via subscription   (Followers: 33, SJR: 1.009, CiteScore: 1)
European J. of Applied Mathematics     Hybrid Journal   (SJR: 0.52, CiteScore: 1)
European J. of Sociology     Hybrid Journal   (Followers: 30, SJR: 0.643, CiteScore: 1)
European Political Science Review     Hybrid Journal   (Followers: 20, SJR: 1.816, CiteScore: 2)
European Review     Hybrid Journal   (Followers: 17, SJR: 0.131, CiteScore: 0)
Experimental Agriculture     Hybrid Journal   (Followers: 13, SJR: 0.542, CiteScore: 1)
Expert Reviews in Molecular Medicine     Hybrid Journal   (Followers: 1, SJR: 1.647, CiteScore: 4)
Fetal and Maternal Medicine Review     Hybrid Journal   (Followers: 4)
Financial History Review     Full-text available via subscription   (Followers: 14, SJR: 0.238, CiteScore: 1)
Foreign Policy Bulletin     Hybrid Journal   (Followers: 6)
Forum of Mathematics, Pi     Open Access   (Followers: 1)
Forum of Mathematics, Sigma     Open Access   (Followers: 1)
Genetics Research     Hybrid Journal   (Followers: 4, SJR: 0.483, CiteScore: 1)
Geological Magazine     Hybrid Journal   (Followers: 16, SJR: 0.966, CiteScore: 2)
Glasgow Mathematical J.     Full-text available via subscription   (Followers: 1, SJR: 0.604, CiteScore: 0)
Global Constitutionalism     Hybrid Journal   (Followers: 17)
Global Mental Health     Open Access   (Followers: 7)
Government and Opposition     Full-text available via subscription   (Followers: 20, SJR: 0.965, CiteScore: 2)
Greece & Rome     Partially Free   (Followers: 22, SJR: 0.113, CiteScore: 0)
Hague J. on the Rule of Law     Full-text available via subscription   (Followers: 12, SJR: 0.271, CiteScore: 1)
Harvard Theological Review     Full-text available via subscription   (Followers: 67, SJR: 0.165, CiteScore: 0)
Health Economics, Policy and Law     Hybrid Journal   (Followers: 25, SJR: 0.745, CiteScore: 1)
Hegel Bulletin     Full-text available via subscription   (Followers: 1)
High Power Laser Science and Engineering     Open Access   (Followers: 3, SJR: 0.901, CiteScore: 3)
Historical J.     Hybrid Journal   (Followers: 34, SJR: 0.247, CiteScore: 1)
History in Africa     Full-text available via subscription   (Followers: 8)
Horizons     Partially Free   (Followers: 1, SJR: 0.129, CiteScore: 0)
Industrial and Organizational Psychology     Hybrid Journal   (Followers: 20, SJR: 0.916, CiteScore: 1)
Infection Control and Hospital Epidemiology     Full-text available via subscription   (Followers: 36, SJR: 1.97, CiteScore: 3)
Intl. & Comparative Law Quarterly     Full-text available via subscription   (Followers: 211, SJR: 0.369, CiteScore: 1)
Intl. J. of Asian Studies     Hybrid Journal   (Followers: 12, SJR: 0.143, CiteScore: 0)
Intl. J. of Astrobiology     Hybrid Journal   (Followers: 2, SJR: 0.548, CiteScore: 1)
Intl. J. of Cultural Property     Full-text available via subscription   (Followers: 13, SJR: 0.253, CiteScore: 1)
Intl. J. of Disability Management Research     Full-text available via subscription   (Followers: 8, SJR: 0.105, CiteScore: 0)
Intl. J. of Law in Context     Hybrid Journal   (Followers: 16, SJR: 0.275, CiteScore: 1)
Intl. J. of Legal Information     Open Access   (Followers: 272)
Intl. J. of Microwave and Wireless Technologies     Hybrid Journal   (Followers: 8, SJR: 0.184, CiteScore: 1)
Intl. J. of Middle East Studies     Hybrid Journal   (Followers: 66, SJR: 0.434, CiteScore: 0)
Intl. J. of Technology Assessment in Health Care     Hybrid Journal   (Followers: 13, SJR: 0.714, CiteScore: 1)
Intl. J. of Tropical Insect Science     Hybrid Journal   (Followers: 1, SJR: 0.334, CiteScore: 1)
Intl. Labor and Working-Class History     Full-text available via subscription   (Followers: 11, SJR: 0.182, CiteScore: 0)
Intl. Organization     Full-text available via subscription   (Followers: 92, SJR: 8.527, CiteScore: 5)
Intl. Psychogeriatrics     Hybrid Journal   (Followers: 12, SJR: 1.048, CiteScore: 2)
Intl. Review of Social History     Full-text available via subscription   (Followers: 25, SJR: 0.315, CiteScore: 1)
Intl. Review of the Red Cross     Full-text available via subscription   (Followers: 10, SJR: 0.214, CiteScore: 0)
Intl. Theory: A J. of Intl. Politics, Law and Philosophy     Hybrid Journal   (Followers: 18, SJR: 2.293, CiteScore: 2)
Iraq     Full-text available via subscription   (Followers: 2)
Irish Historical Studies     Hybrid Journal   (Followers: 5, SJR: 0.103, CiteScore: 0)
Irish J. of Psychological Medicine     Hybrid Journal   (Followers: 2, SJR: 0.221, CiteScore: 0)
Israel Law Review     Hybrid Journal   (Followers: 2, SJR: 0.165, CiteScore: 0)
Itinerario     Full-text available via subscription   (Followers: 9, SJR: 0.158, CiteScore: 0)
J. of African History     Hybrid Journal   (Followers: 21, SJR: 0.348, CiteScore: 1)
J. of African Law     Full-text available via subscription   (Followers: 3, SJR: 0.113, CiteScore: 0)
J. of Agricultural and Applied Economics     Open Access   (Followers: 1, SJR: 0.263, CiteScore: 1)
J. of Agricultural Science     Full-text available via subscription   (Followers: 8, SJR: 0.563, CiteScore: 1)
J. of American Studies     Hybrid Journal   (Followers: 20, SJR: 0.164, CiteScore: 0)
J. of Anglican Studies     Hybrid Journal   (Followers: 6, SJR: 0.101, CiteScore: 0)
J. of Applied Animal Nutrition     Hybrid Journal   (Followers: 3)
J. of Asian Studies     Full-text available via subscription   (Followers: 37, SJR: 0.591, CiteScore: 1)
J. of Benefit-Cost Analysis     Hybrid Journal   (Followers: 2)
J. of Biosocial Science     Hybrid Journal   (Followers: 3, SJR: 0.48, CiteScore: 1)
J. of British Studies     Full-text available via subscription   (Followers: 32, SJR: 0.246, CiteScore: 0)
J. of Child Language     Hybrid Journal   (Followers: 20, SJR: 1.035, CiteScore: 2)
J. of Classics Teaching     Open Access  
J. of Dairy Research     Full-text available via subscription   (Followers: 8, SJR: 0.573, CiteScore: 1)
J. of Demographic Economics     Hybrid Journal   (Followers: 3, SJR: 1.227, CiteScore: 1)
J. of Developmental Origins of Health and Disease     Hybrid Journal   (Followers: 2, SJR: 0.843, CiteScore: 2)
J. of Diagnostic Radiography and Imaging     Hybrid Journal   (Followers: 4)
J. of East Asian Studies     Full-text available via subscription   (Followers: 13, SJR: 0.59, CiteScore: 1)
J. of Ecclesiastical History     Hybrid Journal   (Followers: 19, SJR: 0.138, CiteScore: 0)
J. of Economic History     Full-text available via subscription   (Followers: 44, SJR: 1.82, CiteScore: 2)

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Journal Cover
Annual Review of Applied Linguistics
Journal Prestige (SJR): 3.223
Citation Impact (citeScore): 4
Number of Followers: 36  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0267-1905 - ISSN (Online) 1471-6356
Published by Cambridge University Press Homepage  [372 journals]
  • APL volume 37 Cover and Front matter
    • PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000186
      Issue No: Vol. 37 (2017)
       
  • APL volume 37 Cover and Back matter
    • PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000198
      Issue No: Vol. 37 (2017)
       
  • Exploring the Uniqueness of Child Second Language Acquisition (SLA):
           Learning, Teaching, Assessment, and Practice
    • Authors: Jenefer Philp; Margaret Borowczyk, Alison Mackey
      Pages: 1 - 13
      Abstract: This issue was designed to include a wide range of research on children's second language learning. Here we provide a short overview of each of the articles contained in this issue, many of which bring up novel ideas and topics, as well as new takes on familiar themes that sometimes challenge prior conceptions and, ideally, inspire new understandings of child language acquisition, and policies, and practices in instructed settings. The 15 articles in this issue are based in instructed and naturalistic settings and include reviews and experimental work, and collectively represent learners between 5 to 18 years old. The language backgrounds include Mandarin (first language [L1]), Arabic (L1), Basque (L1), Cantonese (L1), English (second language [L2]), Hebrew (L1, L2), Spanish (L1, L2), and Thai (L1). Topics include the uniqueness of child second language acquisition (SLA); learning in majority language classrooms; best practices in bilingual schooling, cognition, and SLA in younger learners; testing and assessment relating to age and language choice; and methodological contributions that arise from the particular challenges of researching child second language development in instructed and naturalistic settings.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000174
      Issue No: Vol. 37 (2017)
       
  • A Critical Review of Bilingual Education in the United States: From
           Basements and Pride to Boutiques and Profit
    • Authors: Nelson Flores; Ofelia García
      Pages: 14 - 29
      Abstract: ABSTRACT In this article we connect the institutionalization of bilingual education to a post–Civil Rights racial formation that located the root of educational inequalities in the psychological condition of people of color in ways that obscured the structural barriers confronting communities of color. Within this context, bilingual education was institutionalized with the goal of instilling cultural pride in Latinx students in ways that would remediate their perceived linguistic deficiencies. This left bilingual educators struggling to develop affirmative spaces for Latinx children within a context where these students continued to be devalued by the broader school and societal context. More recent years have witnessed the dismantling of these affirmative spaces and their replacement with two-way immersion programs that seek to cater to White middle-class families. While these programs have offered new spaces for the affirmation of the bilingualism of Latinx children, they do little to address the power hierarchies between the low-income Latinx communities and White middle-class communities that are being served by these programs. We end with a call to situate struggles for bilingual education within broader efforts to combat the racialization of Latinx and other minoritized communities.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000162
      Issue No: Vol. 37 (2017)
       
  • The Effects of Specific Learning Difficulties on Processes of Multilingual
           Language Development
    • Authors: Judit Kormos
      Pages: 30 - 44
      Abstract: ABSTRACT This article reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings, as well as of multilingual children in second language (L2) contexts. Starting with a definition of the concepts of disability and SLDs, it next discusses the interaction of cognitive factors with first language (L1) and L2 literacy development and L2 learning. Also outlined are possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of L2 skills of young learners with learning difficulties is given in the last part of the article.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S026719051700006X
      Issue No: Vol. 37 (2017)
       
  • What Makes a Child a Good Language Learner' Interactional Competence,
           Identity, and Immersion in a Swedish Classroom
    • Authors: Asta Cekaite
      Pages: 45 - 61
      Abstract: ABSTRACT The research presented here is an examination of how child language novices (zero beginners) develop interactional competences and repertoires in a Swedish as a second language classroom. Two 7-year-old girls’ learning trajectories are the focus in a yearlong study of their second language (L2) development. The girls’ transition from highly repetitious and formulaic production to formally and semantically more diverse discourse is documented, along with a broadening of the girls’ classroom interactional repertoires. They initiated and took part in interactions with teachers and peers and participated in a growing range of classroom discursive activities. The longitudinal analysis also documents the differences in their two learning trajectories, particularly in terms of their L2 resources and pragmatic skills, as well as their identities as successful or unsuccessful language learners (as ascribed to them by the teachers). The study illustrates an intricate and synergistic, rather than unidirectional, relationship between these two child novice learners’ competences, L2 features, and identities.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000046
      Issue No: Vol. 37 (2017)
       
  • Review of Child Second Language Acquisition (SLA): Examining Theories and
           Research
    • Authors: Rhonda Oliver; Agurtzane Azkarai
      Pages: 62 - 76
      Abstract: ABSTRACT Within the field of second language acquisition (SLA), there has been much less research undertaken with children than with adults, yet the two cohorts are quite distinct in characteristics and in their learning processes. This article provides a review of child SLA research, particularly the research with a pedagogical focus. We describe a series of studies, including those informed by different theoretical perspectives (interactionist and sociocultural), in different instructional settings (i.e., second language, foreign language, immersion, and content and language integrated learning [CLIL] contexts) and using different research methodologies (longitudinal, case study, experimental, and naturalistic). We begin by highlighting the importance of age as a factor in SLA research, presenting studies that have focused on the differences existing between younger and older learners. We also consider interventions that can support language learning—including form-focused instruction and the use of tasks. We finish by presenting a proposed change in the way that research with children is conducted.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000058
      Issue No: Vol. 37 (2017)
       
  • Pragmatic Development During Study Abroad: An Analysis of Spanish
           Teenagers’ Request Strategies in English Emails
    • Authors: Eva Alcón-Soler
      Pages: 77 - 92
      Abstract: ABSTRACT Previous research has shown that adolescent second language learners benefit from pragmatic instruction during study abroad (Alcón-Soler, 2015). As a follow-up investigation, the present study looked at late adolescent study-abroad learners, and it examined both the immediate effect of pragmatic instruction and the pragmatic trajectories that adolescent learners follow once they move from the instructional context to real email communication. Email requests in English produced by 60 (30 treatment and 30 control) Spanish teenagers studying in England were analyzed with regard to the impact of instruction on the frequency of indirect request strategies and internal modifiers. In addition, the pragmatic trajectories of two learners—one high producer and one low producer of request modifiers—were analyzed qualitatively on four separate occasions during the study-abroad experience. The findings show the positive effects of instruction on learners’ use of indirect request strategies and request modifiers. However, there is no homogeneous pattern of change during participants’ study-abroad experiences. Closer examinations of the pragmatic trajectories of two learners show that learners’ perceptions of request imposition or their desire to be accepted in the community in which they find themselves may explain pragmatic changes.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000125
      Issue No: Vol. 37 (2017)
       
  • Early Bilingualism Through the Looking Glass: Latino Preschool Children's
           Language and Self-Regulation Skills
    • Authors: Gigliana Melzi; Adina R. Schick, Kelly Escobar
      Pages: 93 - 109
      Abstract: ABSTRACT During the early years, children's language skills are developing rapidly. For bilingual children, the development of both languages is highly sensitive to environmental input. Thus, capturing bilingualism in the early years poses a great challenge for researchers, especially those interested in examining how bilingualism might relate to other developmental areas, such as self-regulation. Traditionally, child development researchers have operationalized bilingualism as a categorical variable, most often relying on the use of self-reported data. In the present study, we compared various ways of capturing childhood bilingualism and demonstrated how these different measures privileged divergent aspects of children's bilingual experience, as well as how they were differentially related to children's self-regulation skills.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000083
      Issue No: Vol. 37 (2017)
       
  • The Use of Models as Written Corrective Feedback in English as a Foreign
           Language (EFL)Writing
    • Authors: María del Pilar García Mayo; Udane Loidi Labandibar
      Pages: 110 - 127
      Abstract: ABSTRACT The language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000071
      Issue No: Vol. 37 (2017)
       
  • Specific Referential Contexts Shape Efficiency in Second Language
           Processing: Three Eye-Tracking Experiments With 6- and 10-Year-Old
           Children in Spanish Immersion Schools
    • Authors: Casey Lew-Williams
      Pages: 128 - 147
      Abstract: ABSTRACT Efficiency in real-time language processing generally poses a greater challenge to adults learning a second language (L2) than to children learning a first language (L1). A notoriously difficult aspect of language for L2 learners to master is grammatical gender, and previous research has shown that L2 learners do not exploit cues to grammatical gender in ways that resemble L1 speakers. But it is not clear whether this problem is restricted to grammatical gender or whether it reflects a broader difficulty with processing local relations between words. Moreover, we do not know if immersive L2 environments, relative to typical L2 classrooms, confer advantages in learning regularities between words. In three eye-tracking experiments, 6- and 10-year-old children who were enrolled in Spanish immersion elementary schools listened to sentences with articles that conveyed information about the grammatical gender (Experiment 1), biological gender (Experiment 2), and number of referents in the visual field (Experiment 3). L1 children used articles to guide their attention to target referents in all three experiments. L2 children did not take advantage of articles as cues to grammatical gender, but succeeded in doing so for biological gender and number. Interpretations of these findings focus on how learning experiences interact with the nature of specific referential contexts to shape learners’ efficiency in language processing.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000101
      Issue No: Vol. 37 (2017)
       
  • Children's Second Language Acquisition of English Complex Syntax: The Role
           of Age, Input, and Cognitive Factors
    • Authors: Johanne Paradis; Brian Rusk, Tamara Sorenson Duncan, Krithika Govindarajan
      Pages: 148 - 167
      Abstract: ABSTRACT The goal of this study was to determine (a) the similarities and dissimilarities between child L2 and L1 acquisition of complex sentences and (b) the individual difference factors predicting L2 children's acquisition of complex sentences. We analyzed language samples from 187 English L2 children with diverse L1s (Agemean = 5;10 [years;months]; English exposuremean = 17 months). Children used various types of complex sentences at all levels of L2 exposure, including sentences with relative clauses, which are late-acquired by L1 learners. Mixed logistic regression modeling revealed that longer exposure to English in school, richer English environments outside school, larger L2 vocabulary, superior verbal memory and visual analytic reasoning contributed to greater use of complex sentences. L1 typology did not impact complex sentence use in the L2. Overall, L2 children used more complex sentences within a few months of English L2 exposure than what is reported for L1 children aged 2;0–4;0, revealing an advantage for an older age of acquisition. The predictive role of input and cognitive factors, as well as vocabulary, in children's use of complex sentences is more consistent with constructivist than generativist accounts of L2 syntactic acquisition.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000022
      Issue No: Vol. 37 (2017)
       
  • Tracing Trajectories of Young Learners: Ten Years of School English
           Learning
    • Authors: Carmen Muñoz
      Pages: 168 - 184
      Abstract: ABSTRACT An early start of foreign language (FL) teaching has been encouraged on the basis that the main gains in this period lie in the development of positive attitudes and motivation. But the view that those positive effects will remain unchanged over learners’ language-learning trajectories is at odds with the currently prevailing notion that motivation is a complex and evolutionary process that fluctuates over time. In fact, research has shown that the positive attitudes attested in the first years of primary school wane after a while. But we still know very little about young learners’ motivational development, and longitudinal studies are very scarce. This 10-year longitudinal study looked at the trajectories of a group of young learners of English as a foreign language (EFL) from age 6 to age 16 using a mixed-methods design. It examined their outcomes in relation to their language-learning aptitude and motivation, and it observed the ways in which their levels of motivation rise and fall over time. The triangulation of data from different sources, and principally from yearly individual interviews, provided us with insights to better understand the role played by internal and external factors in those trajectories and some of the challenges for FL teaching to young learners.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000095
      Issue No: Vol. 37 (2017)
       
  • Challenging Linguistic Purism in Dual Language Bilingual Education: A Case
           Study of Hebrew in a New York City Public Middle School
    • Authors: Kate Menken; Sharon Avni
      Pages: 185 - 202
      Abstract: ABSTRACT Dual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century. We argue that the policies and guidelines for the provision of DLBE and the scholarship upon which they are based are rooted in notions of linguistic purism that fail to consider or meet the needs of communities enrolling in bilingual education programs today.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000149
      Issue No: Vol. 37 (2017)
       
  • Validating the Power of Bilingual Schooling: Thirty-Two Years of
           Large-Scale, Longitudinal Research
    • Authors: Virginia P. Collier; Wayne P. Thomas
      Pages: 203 - 217
      Abstract: ABSTRACT This chapter summarizes the findings of 32 years of research from all of our longitudinal studies to date, conducted in 36 school districts in 16 U.S. states, more than 7.5 million student records analyzed, following English learners (of all language backgrounds) as far as Grades K–12. These studies are very generalizable to all regions and contexts of the United States and have been replicated in other countries, answering questions regarding program effectiveness for policymakers in education. We have shown that English-only and transitional bilingual programs of short duration only close about half of the achievement gap between English learners and native English speakers, while high-quality, long-term bilingual programs close all of the gap after 5–6 years of schooling through the students’ first and second languages (L1 and L2). In addition, our studies answer the linguistic question of how long it takes student groups to reach grade-level achievement in their L2, and we have developed and refined our theoretical Prism model by collecting and analyzing program effectiveness data, basing the Prism model on our empirical findings.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000034
      Issue No: Vol. 37 (2017)
       
  • Three Theories of the Effects of Language Education Programs: An Empirical
           Evaluation of Bilingual and English-Only Policies
    • Authors: Jeff MacSwan; Marilyn S. Thompson, Kellie Rolstad, Kara McAlister, Gerda Lobo
      Pages: 218 - 240
      Abstract: ABSTRACT We empirically evaluated three theoretical models—the threshold hypothesis, transfer theory, and time-on-task theory—for educating English language learners (ELLs), with a focus on the role of language factors in explaining achievement differences among ELLs. Participants were 196 sixth graders with Spanish language backgrounds who started learning English in kindergarten and then were continuously enrolled in a U.S. school. Structural equation modeling was used to estimate the extent to which Spanish and English language and literacy—skills that are emphasized differentially in competing theories for educating ELLs—predict academic achievement assessed in English. Results indicated that Spanish literacy, over and above English language proficiency, was substantially predictive of academic achievement, consistent with the transfer theory. This model was a more focused version of the threshold hypothesis, in that the weaker predictor of Spanish oral language proficiency was excluded. Time-on task theory was not supported.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000137
      Issue No: Vol. 37 (2017)
       
  • Progressions of a New Language: Characterizing Explanation Development for
           Assessment With Young Language Learners
    • Authors: Alison L. Bailey
      Pages: 241 - 263
      Abstract: ABSTRACT Few studies have detailed the emergence and growth of the oral language and discourse characteristics of school-age students at different grades and across time (Bailey, 2010; Hoff, 2013). Yet general education teachers and English language specialists need well-articulated, preferably empirically derived progressions of language learning to support their students’ oral language development, particularly with those students who are acquiring English as a new or second language. Explanation skills, which encompass the development of many different language and discourse features, were the focus of this study. The language learners whose elicited oral explanations were used to characterize the order of emergence of features were in kindergarten and third grade (5–6 and 8–9 years old). These students were acquiring English in school with predominantly Spanish as their first language. Development of explanations by a cohort of English monolingual or proficient students provides grade-specific comparison language trajectories. The results are placed within the context of a formative assessment framework in order to assist teachers and students in placing explanations at different phases of sophistication on the progressions. This facilitates charting development and identifying with greater specificity which language and discourse features might be effective targets of contingent instruction to promote students’ oral explanation abilities.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000113
      Issue No: Vol. 37 (2017)
       
  • Assessing and Exploring the Oral Proficiency of Young Mandarin Immersion
           Learners
    • Authors: Tara W. Fortune; Zhongkui Ju
      Pages: 264 - 287
      Abstract: ABSTRACT This article presents original empirical research carried out in the early total Mandarin language immersion context. The study involves K–5 learners from three early total Mandarin immersion programs whose home language is English. We examined students’ second language (L2) oral proficiency in Mandarin in two ways: (a) a statistical comparative analysis of cross-sectional assessment data for kindergarten, Grade 2, and Grade 5 students and (b) a detailed linguistic complexity analysis comparing immersion students’ speech samples (one per grade level) produced during the assessment interview. Results indicate significant differences in median scores between kindergarten and Grade 2 in all domains; however, no median score differences were found between Grades 2 and 5. An exploratory complexity analysis of three speech samples revealed increasingly higher levels of grammatical complexity across grades. Measures of lexical complexity for the Grade 5 sample, while higher than those in kindergarten, were lower than those of Grade 2. Study findings question the efficacy of existing proficiency assessments at capturing the multidimensionality of oral proficiency in the intermediate and pre-advanced range. They also highlight the important role finely grained complexity measures can play in informing curriculum, instruction, and assessment practices.
      PubDate: 2017-09-01T00:00:00.000Z
      DOI: 10.1017/S0267190517000150
      Issue No: Vol. 37 (2017)
       
 
 
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