Vol. 50 No 1 (2023)

Publié le July 7, 2023

L'ensemble du numéro

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Journal cover Glottodidactica, volume 50, no. 1, year 2023

Editorial

Emilia Wąsikiewicz-Firlej, Sandra Ballweg, Mary Masterson, Andrea Daase, Angela Farrell

7-13

https://doi.org/10.14746/gl.2023.50.1.1

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Articles

Kübra Aksak, Feryal Çubukçu

15-28

Exploring the cultural intelligence levels of bilinguals and multilinguals

https://doi.org/10.14746/gl.2023.50.1.2

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Fabienne Baider, Sviatlana Karpava

29-53

From family to university: Best practices for inclusive tertiary education

https://doi.org/10.14746/gl.2023.50.1.3

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Andrea Daase, Nastassia Rozum, Viktoriia Rubinets

55-75

More than linguistic needs and more than one perspective: Reconstructing perspectives of pupils with linguistically and spatially discontinuous school biographies and drawing implications for all school stakeholders

https://doi.org/10.14746/gl.2023.50.1.4

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Angela Farrell, Mary Masterson, Michelle Daly

77-95

Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education

https://doi.org/10.14746/gl.2023.50.1.5

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Mateusz Furman, Magdalena Aleksandrzak

97-117

The reception and representation of English as an academic language among foreign students in Poland and its influence on (re)shaping individual identities

https://doi.org/10.14746/gl.2023.50.1.6

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Martina Irsara

119-140

English and other languages in a plurilingual pedagogical approach: A case study from northern Italy

https://doi.org/10.14746/gl.2023.50.1.7

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Hadrian Lankiewicz

141-160

The language teacher as a supporter of the linguistic ecosystem among young immigrant learners: Beliefs and practices

https://doi.org/10.14746/gl.2023.50.1.8

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Aspasia Papasoulioti, Maria Fountana, Anna Szczepaniak-Kozak, Sylwia Adamczak-Krysztofowicz

161-189

Approaches to the increasing linguistic diversity in Greek and Polish classrooms: Different contexts with similar problems

https://doi.org/10.14746/gl.2023.50.1.9

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Joanna Rokita-Jaśkow

191-212

EFL teacher agency in mediating the socialisation of multilingual learners

https://doi.org/10.14746/gl.2023.50.1.10

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Emilia Wąsikiewicz-Firlej, Michelle Daly

213-241

Family language policy in the context of return migration: A case study

https://doi.org/10.14746/gl.2023.50.1.11

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Book reviews

Mariusz Jakosz

243-246

Joanna Targońska. Die Entwicklung der Kollokationskompetenz im DaF-Unterricht am Beispiel des Erwerbs von Substantiv-Verb-Kollokationen. Berlin u.a.: Peter Lang. 2021. S. 512

https://doi.org/10.14746/gl.2023.50.1.12

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Ferit Kiliçkaya

246-250

Carmen King Ramírez / Barbara A. Lafford / James E. Wermers. Online world language instruction training and assessment: An ecological approach. Washington, DC: Georgetown University Press. 2021. Pp. 298

https://doi.org/10.14746/gl.2023.50.1.13

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Conference summaries

Patrizio Malloggi

251-253

Bericht über die XVII. Internationale Tagung der Deutschlehrerinnen und Deutschlehrer „mit. sprache.teil.haben“. Wien, 15.–20. August 2022

https://doi.org/10.14746/gl.2023.50.1.14

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