Vol. 50 No 1 (2023)

Vol. 50 No 1 (2023)

Publié le July 7, 2023
L'ensemble du numéro
PDF (Język Polski)

Wstęp

Emilia Wąsikiewicz-Firlej, Sandra Ballweg, Mary Masterson, Andrea Daase, Angela Farrell
7-13
Editorial
https://doi.org/10.14746/gl.2023.50.1.1
PDF (English)

Artykuły

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
PDF (English)
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
PDF (English)
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
PDF (English)
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
PDF (English)
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
PDF (English)
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
PDF (English)
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
PDF (English)
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
PDF (English)
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
PDF (English)
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
PDF (English)

Recenzje

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
PDF (Deutsch)
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
PDF (English)

Sprawozdania z wydarzeń naukowych

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
PDF (Deutsch)