Bibliografia Recomanada UJI

Bibliografia recomanada · MI1823

⏳Cercant les referències al catàleg...

  • Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford University Press.

  • Banegas, D.L. & Zappa-Hollman, S. (2023). The Routledge Handbook of Content and Language Integrated Learning. Routledge.

  • Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240.

  • Cummins, J. (2021). Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts. Multilingual Matters.

  • Genes, F. & E. Hamayab (2016). CLIL in Context: Practical Guidance for Educators. Cambridge University Press.

  • Martí, O. (2020). Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què?. Caplletra: Revista Internacional de Filologia, 68, 219-42. https://raco.cat/index.php/Caplletra/article/view/365858

  • McLaughlin, B. (1992). Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn. Educational Practice Report 5.

  • Mehisto, P. (2008). Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education. Oxford: Macmillan Education.

  • Portolés Falomir, L., & Gayete, G. (2024). Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging. International Journal of Multilingualism, 1-18. DOI: 10.1080/14790718.2024.2368060

  • Portolés, L.; Martí, O. (2017). Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL). Bellaterra: Journal of Teaching and Learning Language and Literature, 10(1), 61-77. https://raco.cat/index.php/Bellaterra/article/view/321507

  • Alcón-Soler, E. and M.P. Safont-Jordà (eds.) (2012). Discourse and Language Learning Across L2 Instructional Settings. Amsterdam/New York: Editions Rodopi.

  • Althouse, R., M. H. Johnson and S. T. Mitchell (2003). The colors of learning: Integrating the visual arts into the early childhood curriculum. New York/London: Teachers College Columbia University and National Association for the Education of Young Children.

  • Biri̇cik, E. and Y. Özkan (2011). Motivation in an English class of very young learners: Internal and external factors leading to motivation or demotivation. Saarbrücken: LAP Lambert Academic Publishing.

  • Bruce, T. (2011). Early childhood education. Oxon: Hodder Education and Hachette UK Company. 4th edition.

  • Cameron, L. and P. McKay (2010). Bringing creative teaching into the young learner classroom. Oxford: Oxford University Press.

  • Cenoz, J. (2009). Towards multilingual education. Clevedon: Multilingual Matters.

  • Cenoz, J. and D. Gorter (2008). Multilingualism and minority languages: Achievements and challenges in education. AILA Review, 21.

  • Celce-Murcia, M. (ed.) (1991). Teaching English as a second or foreign language. Boston (Mass.): Heinle & Heinle.

  • Collins, M. (2011). Circle time for the very young. Los Angeles/London/New Delhi/Singapore/Washington DC: SAGE Publications. 3rd edition.

  • Conteh, J. (ed.) (2006). Promoting learning for bilingual pupils 3-11: Opening doors to success. London: Paul Chapman Publishing.

  • Conteh, J. and G. Meier (eds.) (2014). The multilingual turn in languages education: Opportunities and challenges. Bristol/Buffalo/Toronto: Multilingual Matters.

  • Dale, L. (2010). CLIL skills. Leiden: ICLON, Universiteit Leiden.

  • Coyle, D. (2010). CLIL: Content and language integrated learning. New York: Cambridge University Press.

  • Dale, L. (2012). CLIL activities: A resource for subject and language teachers. New York/Cambridge: Cambridge University Press.

  • Cummins, J. (1979). Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19.

  • Cummins, J. & Early, M. (2011). Identity texts: the collaborative creation of power in multilingual schools. International Journal of Bilingual Education and Bilingualism, 16(1).

  • Dolz, J. e I. Idiazabal (eds.) (2013). Enseñar (lenguas) en contextos multilingües. Euskal Herriko Argitalpen Zerbitzua/Servicio Editorial de la Universidad del País Vasco.

  • Gower, R., D. Phillips and S. Walters (1995). Teaching practice: A handbook for teachers in training. Oxford: Macmillan Education.

  • Guasch, O. i M. Milian (eds.) (2010). L’educació lingüística i literària en entorns multilingües: Recerca per a nous contextos. Bellaterra: Servei de Publicacions Universitat Autònoma de Barcelona.

  • Hamilton, M. and M. Weiss (1996). Stories in my pocket: Tales kids can tell. Golden, Colorado: Fulcrum Publishing.

  • Hamilton, M. and M. Weiss (2005). Children tell stories: Teaching and using storytelling in the classroom. Katonah, NY: Richard C. Owen Publishers.

  • HARmer, J. (2012). Teacher knowledge: Core concepts in English language teaching. Harlow, Essex: Pearson Education Limited.

  • Hélot, C. and M. Ó Laoire (eds.) (2011). Language policy for the multilingual classroom: Pedagogy of the possible. Bristol/Buffalo/Toronto: Multilingual Matters.

  • Hönig, I. (2010). Assessment in CLIL: Theoretical and empirical research. Saarbrücken: VDM Verlag Müller.

  • Ioannou-Georgiou, S. and P. Pavlou (2003). Assessing young learners. Oxford: Oxford University Press.

  • Lewis, G. and G. Bedson (1999). Games for children. Oxford: Oxford University Press.

  • Lindsay, C. and P. Knight (2006). Learning and teaching English: A course for teachers. Oxford: Oxford University Press.

  • Llinares, A. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.

  • Marsh, D. (2013). The CLIL trajectory: Educational innovation for the 21st century iGeneration. Córdoba: Servicio de Publicaciones de la Universidad de Córdoba.

  • Martí-Arnándiz, O. and M.P. Safont-Jordà (2008). Achieving multilingualism: Wills and ways. Proceedings of the 1st International Conference on Multilingualism (ICOM). Castelló: Publicacions de la Universitat Jaume I.

  • McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.

  • Mooney, C. G. (2005). Use your words: How teacher talk helps children learn. St. Paul, MN: Redleaf Press.

  • Murphy, E. (ed.) (2011). Welcoming linguistic diversity in early childhood classrooms: Learning from International Schools. Bristol/Buffalo/Toronto: Multilingual Matters.

  • Nunan, D. (2011). Teaching English to young learners. Anaheim, CA: Anaheim University Press.

  • Otwinowska, A. and G. De Angelis (eds.) (2014). Teaching and learning in multilingual contexts: Sociolinguistic and educational perspectives. Bristol/Buffalo/Toronto: Multilingual Matters.

  • Perera, J., L. Nussbaum i M. Milian (eds.) (2003). L’educació lingüística en situacions multiculturals i multilingües. Barcelona: ICE de la Universitat de Barcelona.

  • Phillips, D., S. Burwood and H. Dunford (1999). Projects with young learners. Oxford: Oxford University Press.

  • Phillips, S. (1999). Drama with children. Oxford: Oxford University Press.

  • Philp, J., R. Oliver and A. Mackey (2008). Second language acquisition and the younger learner: Child’s play? Amsterdam/Philadelphia: John Benjamins Publishing Company.

  • Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.

  • Read MacDonald, M. (2007). Five minute tales: More stories to read and tell when time is short. Atlanta, GA: August House Publishers.

  • Reilly, J. and V. Reilly (2005). Writing with children. Oxford: Oxford University Press.

  • Ruiz Bikandi, U. (ed.) (2000). Didáctica de la segunda llengua en educación infantil y primaria. Madrid: Editorial Síntesis.

  • Safont-Jordà, M. P. (2005). Third language learners: pragmatic production and awareness. Clevedon: Multilingual Matters.

  • Safont-Jordà, M.P. (2011). Early consecutive requestive development. International Journal of Multilingualism, 8, 256-276.

  • Safont-Jordà, M.P. and L. Portolés Falomir (2015). Learning and using multiple languages: Current findings from research on multilingualism. Cambridge: Cambridge Scholars Publishing.

  • Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23-44.

  • VVAA (2006). Las lenguas extranjeras en el aula: reflexiones y propuestas. Barcelona: Editorial Laboratorio Educativo Graó.

  • Warner, L. and S. A. Lynch (2004). Preschool classroom management: 150 teacher-tested techniques. Silver Spring, MD: Gryphon House.

  • Wright, A. (1995). Storytelling with children. Oxford: Oxford University Press.