Skip to main content Accessibility help
×
Hostname: page-component-68c7f8b79f-tw422 Total loading time: 0 Render date: 2025-12-27T18:51:14.226Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  12 December 2025

Francisco Lorenzo
Affiliation:
Universidad Pablo de Olavide (Seville)
Adrián Granados
Affiliation:
Universidad Pablo de Olavide (Seville)
Get access

Information

Type
Chapter
Information
Bilingual Academic Language
Concepts and Case Studies of Multilingual Education
, pp. 172 - 205
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

Aarssen, J. (1996). Relating events in two languages: Acquisition of cohesive devices by Turkish-Dutch bilingual children at school age. Tilburg University Press.Google Scholar
Abdel-Lah Ali, H. (2020). Valoración del dariya ceutí. Construyendo un tercer espacio transcultural como alternativa al “multicomunitarismo” excluyente. Universidad de Granada. http://hdl.handle.net/10481/62907.Google Scholar
Acevedo, C., Lövstedt, Ann-Christin, & Rose, D. (2009). Will the implementation of Reading to Learn in Stockholm schools accelerate literacy learning for disadvantaged students and close the achievement gap? https://doi.org/10.13140/RG.2.2.12012.69762.CrossRefGoogle Scholar
Achugar, M. (2009). Designing environments for teaching and learning history in multilingual contexts. Critical Inquiry in Language Studies, 6(1–2), 3962. https://doi.org/10.1080/15427580802679377.CrossRefGoogle Scholar
Achugar, M., & Carpenter, B. D. (2014). Tracking movement toward academic language in multilingual classrooms. Journal of English for Academic Purposes, 14, 6071. https://doi.org/10.1016/j.jeap.2013.12.002.CrossRefGoogle Scholar
Adair, J. K., Colegrove, K. S.-S., & McManus, M. E. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review, 87(3), 309334. https://doi.org/10.17763/1943-5045-87.3.309.CrossRefGoogle Scholar
Adam, J.-M. (1992). Les textes: Types et prototypes: Récit, description, argumentation, explication et dialogue (3. éd., revue et corrigée). Nathan.Google Scholar
Adger, C. T., Snow, C. E., & Christian, D. (Eds.). (2018). What teachers need to know about language (2.a ed.). Multilingual Matters. https://doi.org/10.21832/9781788920193.CrossRefGoogle Scholar
Adwan, S., & Bar-On, D. (2003). Learning each other’s narrative: Palestinians and Israelis. Peace Research Institute in the Middle East.Google Scholar
Aitchison, J. (2012). Words in the mind: An introduction to the mental lexicon (4th ed.). Wiley-Blackwell.Google Scholar
Alba Quiñones, V., Vázquez, G., & Lorenzo, F. (2018). El desarrollo del español académico en los programas para estudiantes universitarios internacionales: Las funciones discursivas superiores. Journal of Spanish Language Teaching, 5(2), 115124. https://doi.org/10.1080/23247797.2018.1538323.CrossRefGoogle Scholar
Allen, M. S., Kertoy, M. K., Sherblom, J. C., & Pettit, J. M. (1994). Children’s narrative productions: A comparison of personal event and fictional stories. Applied Psycholinguistics, 15(2), 149176. https://doi.org/10.1017/S0142716400005300.CrossRefGoogle Scholar
Ambridge, B., & Lieven, E. V. M. (2011). Child language acquisition: Contrasting theoretical approaches (1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511975073.CrossRefGoogle Scholar
Ammon, U. (1973). Dialekt, soziale ungleichheit und schule (2., überarbeitete Aufl). Beltz.Google Scholar
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A Revision of Bloom’s taxonomy of educational objectives. Longman.Google Scholar
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In Guthrie, J. (Ed.), Comprehension and teaching: Research reviews (pp. 77117). International Reading Association.Google Scholar
Anghel, B., Cabrales, A., & Carro, J. M. (2016). Evaluating a bilingual education program in Spain: The impact beyond foreign language learning. Economic Inquiry, 54(2), 12021223. https://doi.org/10.1111/ecin.12305.CrossRefGoogle Scholar
Arnold, J. (Ed.). (1999). Affect in language learning. Cambridge University Press.Google Scholar
Aryadoust, V. (2016). Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features. Educational Psychology, 36(10), 17421770. https://doi.org/10.1080/01443410.2014.950946.CrossRefGoogle Scholar
Athanasiou, E., Moreno-Ternero, J. D., & Weber, S. (2016). Language learning and communicative benefits. In Ginsburgh, V. & Weber, S. (Eds.), The Palgrave handbook of economics and language (pp. 212230). Palgrave Macmillan UK. https://doi.org/10.1007/978-1-137-32505-1_8.Google Scholar
Atkinson, A. B. (2018). Inequality: What can be done? (Paperback edition). Harvard University Press.Google Scholar
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language minority children and youth. Lawrence Erlbaum Associates Publishers.Google Scholar
Ayora Esteban, M. C. (2008). La situación sociolingüística de Ceuta: Un caso de lenguas en contacto. Tonos digital: esRevista de estudios filológicos, 16. www.um.es/tonosdigital/znum16/secciones/tritonos1-Ceuta.htm.Google Scholar
Baetens Beardsmore, H. (1995). European models of bilingual education: Practice, theory and development. In García, O. & Baker, C. (Eds.), Policy and practice in bilingual education: A reader extending the foundations (pp. 139151). Multilingual Matters. https://doi.org/10.1080/01434632.1993.9994523.Google Scholar
Bahktin, M. M. (1984). Rabelais and his world (H. Iswolsky, Trad.; Repr.). Indiana Univ. Pr.Google Scholar
Bailey, A. L., & Butler, F. A. (2003). An evidentiary framework for operationalizing academic language for broad application to K-12 education: A design document, CSE report. For full text: www. https://eric.ed.gov/?id=ED483026.Google Scholar
Bailey, N., Madden, C., & Krashen, S. D. (1974). Is there a «natural sequence» in adult second language learning? Language Learning, 24(2), 235243. https://doi.org/10.1111/j.1467-1770.1974.tb00505.x.CrossRefGoogle Scholar
Bakhtin, M. M. (1986). The problem of speech genres. In Bakhtin, M. M., Holquist, M., & Emerson, C. (Eds.), Speech genres and other late essays (1st ed., pp. 60102). University of Texas Press.CrossRefGoogle Scholar
Balota, D. A., Yap, M. J., Hutchison, K. A., Cortese, M. J., Kessler, B., Loftis, B., Neely, J. H., Nelson, D. L., Simpson, G. B., & Treiman, R. (2007). The English lexicon project. Behavior Research Methods, 39(3), 445–459. https://doi.org/10.3758/BF03193014.CrossRefGoogle ScholarPubMed
Banerjee, J., Franceschina, F., & Smith, A. M. (2007). Documenting features of written language production typical at different IELTS band score levels. IELTS Research Reports, 7, 1–69.Google Scholar
Barber, H. A., Otten, L. J., Kousta, S.-T., & Vigliocco, G. (2013). Concreteness in word processing: ERP and behavioral effects in a lexical decision task. Brain and Language, 125(1), 47–53. https://doi.org/10.1016/j.bandl.2013.01.005.CrossRefGoogle Scholar
Barcoft, J., Sunderman, G., & Schmitt, N. (2011). Lexis. In Simpson, J. (Ed.), The Routledge handbook of applied linguistics (pp. 571583). Taylor & Francis Group.Google Scholar
Barthes, R. (1968). Writing degree zero ([1st American ed.].). Hill and Wang.Google Scholar
Barwell, R., Clarkson, P., Halai, A., Kazima, M., Moschkovich, J., Planas, N., Phakeng, M. S., Valero, P., & Villavicencio Ubillús, M. (Eds.). (2016). Mathematics education and language diversity: The 21st ICMI study. Springer International Publishing. https://doi.org/10.1007/978-3-319-14511-2.CrossRefGoogle Scholar
Bauer, L., & Trudgill, P. (Eds.). (1998). Language myths. Penguin Books.Google Scholar
Bauer-Marschallinger, S. (2022). CLIL with a capital I: Using cognitive discourse functions to integrate content and language learning in CLIL history education. University of Vienna.Google Scholar
Beacco, J. C. (2010). Items for a description of linguistic competence in the language of schooling necessary for learning/teaching history (in secondary education). In Language and school subjects: Linguistic dimensions of knowledge building in school curricula (Vol. 1). Council of Europe. https://rm.coe.int/16805a1a29.Google Scholar
Bell, N. D. (2007). Safe territory? The humorous narratives of bilingual women. Research on Language & Social Interaction, 40(2–3), 199225. https://doi.org/10.1080/08351810701354656.CrossRefGoogle Scholar
Bello, I. (2016). Cognitive implications of nominalizations in the advancement of scientific discourse. International Journal of English Studies, 16(2), 1. https://doi.org/10.6018/ijes/2016/2/262921.CrossRefGoogle Scholar
Benabou, R. (2017). Discussion of Durlauf and Sheshadriísì «Understanding the Great Gatsby Curve». Princeton University and NBER.Google Scholar
Bengoetxea, K., González-Dios, I., & Aguirregoitia, A. (2020). AzterTest: Open source linguistic and stylistic analysis tool. Procesamiento Del Lenguaje Natural, 6168. https://doi.org/10.26342/2020-64-7.Google Scholar
Berman, R. A. (2014). Setting the narrative scene: How children begin to tell a story. In Nelson, K. E., Aksu-Ko, A., Johnson, C. E., & Aksu-Koc, A. (Eds.), Children’s language: Volume 10: Developing narrative and discourse competence (0 ed., pp. 130). Psychology Press. www.taylorfrancis.com/books/9781135668037.Google Scholar
Berman, R. A., & Nir, B. (2010). The lexicon in writing–speech-differentiation. Written Language & Literacy, 13(2), 183205. https://doi.org/10.1075/wll.13.2.01ber.CrossRefGoogle Scholar
Berman, R. A., & Nir-sagiv, B. (2007). Comparing narrative and expository text construction across adolescence: A developmental paradox. Discourse Processes, 43(2), 79120. https://doi.org/10.1080/01638530709336894.CrossRefGoogle Scholar
Berninger, V. W., Nagy, W., & Beers, S. (2011). Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation. Reading and Writing, 24(2), 151182. https://doi.org/10.1007/s11145-010-9262-y.CrossRefGoogle ScholarPubMed
Bernstein, B. B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Rev. ed). Rowman & Littlefield Publishers.CrossRefGoogle Scholar
Bestgen, Y. (2017). Beyond single-word measures: L2 writing assessment, lexical richness and formulaic competence. System, 69, 6578. https://doi.org/10.1016/j.system.2017.08.004.CrossRefGoogle Scholar
Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. Longman.Google Scholar
Bhatia, V. K. (2002). Applied genre analysis: analytical advances and pedagogical procedures. In Johns, A. M. (Ed.), Genre in the classroom: Multiple perspectives (pp. 279283). L. Erlbaum.Google Scholar
Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233262. https://doi.org/10.1037/bul0000099.CrossRefGoogle ScholarPubMed
Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7(3), 325339. https://doi.org/10.1111/j.1467-7687.2004.00351.x.CrossRefGoogle ScholarPubMed
Biber, D. (1992). The multi-dimensional approach to linguistic analyses of genre variation: An overview of methodology and findings. Computers and the Humanities, 26(5–6), 331345. https://doi.org/10.1007/BF00136979.Google Scholar
Biber, D., Davies, M., Jones, J. K., & Tracy-Ventura, N. (2006). Spoken and written register variation in Spanish: A multi-dimensional analysis. Corpora, 1(1), 137. https://doi.org/10.3366/cor.2006.1.1.1.CrossRefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). The Longman grammar of spoken and written English. Longman.Google Scholar
Biggs, J. B., & Tang, C. S. (with Society for Research into Higher Education). (2011). Teaching for quality learning at university: What the student does (4th ed.). McGraw-Hill, Society for Research into Higher Education & Open University Press.Google Scholar
Billingsley, M. K. (2009). Proust and the Squid: The story and science of the reading brain. Journal of the American Academy of Child & Adolescent Psychiatry, 48(12), 12021203. https://doi.org/10.1097/01.chi.0000360558.88531.3f.Google Scholar
Blank, M. (2001). Classroom discourse: A key to literacy. In Butler, K. G. & Silliman, E. R. (Eds.), Speaking, reading, and writing in children with language learning disabilities: New paradigms in research and practice (0 ed., pp. 151174). Psychology Press. https://doi.org/10.4324/9781410604040.Google Scholar
Bley‐Vroman, R. (1983). The comparative fallacy in interlanguage studies: The case of systematicity. Language Learning, 33(1), 117. https://doi.org/10.1111/j.1467-1770.1983.tb00983.x.CrossRefGoogle Scholar
Block, D. (2014). Social class in applied linguistics (1. publ). Routledge.Google Scholar
Blom, P. (2004). Encyclopédie: The triumph of reason in an unreasonable age. Fourth Estate.Google Scholar
Blommaert, J. (2010). The sociolinguistics of globalization (1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511845307.CrossRefGoogle Scholar
Bloom, B. S., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives; the classification of educational goals. Longmans.Google Scholar
Bock, K., & Levelt, W. J. M. (1994). Language production: Grammatical encoding. In Gernsbacher, M. A. (Ed.), Handbook of psycholinguistics (pp. 945984). Academic Press.Google Scholar
Bolander, B., & Watts, R. J. (2009). Re-reading and rehabilitating Basil Bernstein. Multilingua – Journal of Cross-Cultural and Interlanguage Communication, 28(2–3), 143173. https://doi.org/10.1515/mult.2009.008.CrossRefGoogle Scholar
Borgonovi, F., Pokropek, A., Keslair, F., Gauly, B., & Paccagnella, M. (2017). Youth in transition: How do some of the cohorts participating in PISA fare in PIAAC? (OECD Education Working Papers 155). https://doi.org/10.1787/51479ec2-en.CrossRefGoogle Scholar
Bosworth, Y. (2019). Gender inclusivity in the linguistic landscape of Parisian universities. The French Review, 93(2), 175196. https://doi.org/10.1353/tfr.2019.0014.CrossRefGoogle Scholar
Bourdieu, P. (1986). The forms of capital. In Richardson, J. (Ed.), Handbook of theory and research for the sociology of education (pp. 241258). Greenwood.Google Scholar
Breeze, R., & Dafouz, E. (2017). Constructing complex cognitive discourse functions in higher education: An exploratory study of exam answers in Spanish- and English-medium instruction settings. System, 70, 8191. https://doi.org/10.1016/j.system.2017.09.024.CrossRefGoogle Scholar
Breeze, R., & Gerns Jiménez-Villarejo, P. (2019). Building literacies in secondary school history: The specific contribution of academic writing support. EuroAmerican Journal of Applied Linguistics and Languages, 6(1), 2136. https://doi.org/10.21283/2376905X.10.149.CrossRefGoogle Scholar
Breidbach, S., Bach, G., & Wolff, D. (Eds.). (2002). Bilingualer Sachfachunterricht: Didaktik, Lehrer-/Lernerforschung und Bildungspolitik im Spannungsfeld von Theorie und Empirie. Mehrsprachigkeit in Schule und Unterricht: Vol. 1. Lang.Google Scholar
Brown, R. (1973). A first language: The early stages. Harvard University Press. https://doi.org/10.4159/harvard.9780674732469.CrossRefGoogle Scholar
Browne, C. (2012). Word knowledge. In Peterson, R. (Ed.), The Routledge encyclopedia of second language acquisition (pp. 691694). Taylor & Francis Group.Google Scholar
Bruce, I. (2008). Academic Writing and Genre: A Systematic Analysis (1st ed.). Bloomsbury Publishing Plc.Google Scholar
Brumfit, C. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge University Press.Google Scholar
Bulté, B., & Housen, A. (2012). Defining and operationalising L2 complexity. In Housen, A., Kuiken, F., & Vedder, I. (Eds.), Language learning & language teaching (Vol. 32, pp. 2146). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.32.02bul.Google Scholar
Bulté, B., & Housen, A. (2014). Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing, 26, 4265. https://doi.org/10.1016/j.jslw.2014.09.005.CrossRefGoogle Scholar
Busch, B., Aziza, J., & Tjoutuku, A. (2006). Language biographies for multilingual learning. PRAESA. https://books.google.es/books?id=Q9qRtwAACAAJ.Google Scholar
Butler, Y. G., & Le, V.-N. (2018). A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language. System, 73, 415. https://doi.org/10.1016/j.system.2017.07.005.CrossRefGoogle Scholar
Byram, M., & Tost-Planet, M. A. (2000). Social identity and the European dimension: Intercultural competence through foreign language learning. Council of Europe Publishing. https://books.google.es/books?id=zFwIiTsXwR4C.Google Scholar
Caldas, S. J. (2008). Changing bilingual self-perceptions from early adolescence to early adulthood: Empirical evidence from a mixed-methods case study. Applied Linguistics, 29(2), 290311. https://doi.org/10.1093/applin/amm020.CrossRefGoogle Scholar
Caro, K., & Rosado, N. (2017). Lexis, lexical competence and lexical knowledge: A review. Journal of Language Teaching and Research, 8(2), 205. https://doi.org/10.17507/jltr.0802.01.CrossRefGoogle Scholar
Carrard, P. (1992). Poetics of the new history. John Hopkins University Press.Google Scholar
Carretero, M., & Van Alphen, F. (2014). Do master narratives change among high school students? A characterization of how national history is represented. Cognition and Instruction, 32(3), 290312. https://doi.org/10.1080/07370008.2014.919298.CrossRefGoogle Scholar
Cazden, C. B. (1968). The Acquisition of noun and verb inflections. Child Development, 39(2), 433448. https://doi.org/10.2307/1126956.CrossRefGoogle ScholarPubMed
Chapelle, C. A. (1994). Are C-tests valid measures for L2 vocabulary research? Second Language Research, 10(2), 157187. https://doi.org/10.1177/026765839401000203.CrossRefGoogle Scholar
Chaudron, C. (1983). Simplification of input: Topic reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17(3), 437458.CrossRefGoogle Scholar
Chen, X., Alexopoulou, T., & Tsimpli, I. (2021). Automatic extraction of subordinate clauses and its application in second language acquisition research. Behavior Research Methods, 53(2), 803817. https://doi.org/10.3758/s13428-020-01456-7.CrossRefGoogle ScholarPubMed
Chen, Y.-H., & Baker, P. (2014). Investigating criterial discourse features across second language development: Lexical bundles in rated learner essays, CEFR B1, B2 and C1. Applied Linguistics, 37(6), 849880. https://doi.org/10.1093/applin/amu065.Google Scholar
Chiswick, B. R., & Miller, P. W. (1995). The endogeneity between language and earnings: International analyses. Journal of Labor Economics, 13(2), 246288.CrossRefGoogle Scholar
Chomsky, N. (1957). Syntactic structures. De Gruyter. https://doi.org/10.1515/9783112316009.Google Scholar
Christie, F. (1991). Literacy in Australia. Annual Review of Applied Linguistics, 12, 142155. https://doi.org/10.1017/S0267190500002191.CrossRefGoogle Scholar
Christie, F. (2002). Classroom discourse analysis: A functional perspective. Continuum.Google Scholar
Christie, F. (2012). Language education throughout the school years: A functional perspective. Wiley-Blackwell.Google Scholar
Coffin, C. (2006a). Historical discourse: The language of time, cause, and evaluation. Continuum.Google Scholar
Coffin, C. (2006b). Reconstructing «personal time» as «collective time»: Learning the discourse of history. In Whittaker, R., McCabe, A., & O’Donnell, M. (Eds.), Language and literacy: Functional approaches (pp. 145). Continuum. www.continuumbooks.com/Books/detail.aspx?Re….Google Scholar
Collin, R. (2014). A Bernsteinian analysis of content area literacy. Journal of Literacy Research, 46(3), 306329. https://doi.org/10.1177/1086296X14552178.CrossRefGoogle Scholar
Coltheart, M. (1981). The MRC psycholinguistic database. The Quarterly Journal of Experimental Psychology Section A, 33(4), 497505. https://doi.org/10.1080/14640748108400805.CrossRefGoogle Scholar
Cook, V., & Li, W. (Eds.). (2016). The Cambridge handbook of linguistic multi-competence. Cambridge University Press.CrossRefGoogle Scholar
Cooper, R. L. (1990). Language planning and social change (1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511620812.CrossRefGoogle Scholar
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213. https://doi.org/10.2307/3587951.CrossRefGoogle Scholar
Coyle, D. (2006). Developing CLIL: Towards a theory of practice. In Figueras, N. (Ed.), CLIL in Catalonia: From theory to practice (pp. 529). Barcelona, Spain: APAC.Google Scholar
Cristofori, I., Cohen-Zimerman, S., & Grafman, J. (2019). Executive functions. In Handbook of clinical neurology (Vol. 163, pp. 197219). Elsevier. https://doi.org/10.1016/B978-0-12-804281-6.00011-2.Google Scholar
Crossley, S. A. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research, 11(3), 415443. https://doi.org/10.17239/jowr-2020.11.03.01.CrossRefGoogle Scholar
Crossley, S. A., Cai, Z., & McNamara, D. S. (2012). Syntagmatic, paradigmatic, and automatic ngram approaches to assessing essay quality. In P. McCarthy, M. & Youngblood, G. M. (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society Conference, FLAIRS-25 (pp. 214219). The AAAI Press.Google Scholar
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016a). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. Journal of Second Language Writing, 32, 116. https://doi.org/10.1016/j.jslw.2016.01.003.CrossRefGoogle Scholar
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016b). The tool for the automatic analysis of text cohesion (TAACO): Automatic assessment of local, global, and text cohesion. Behavior Research Methods, 48(4), 12271237. https://doi.org/10.3758/s13428-015-0651-7.CrossRefGoogle Scholar
Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35(2), 115135. https://doi.org/10.1111/j.1467-9817.2010.01449.x.CrossRefGoogle Scholar
Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 6679. https://doi.org/10.1016/j.jslw.2014.09.006.CrossRefGoogle Scholar
Crossley, S. A., Roscoe, R., & McNamara, D. S. (2011). Predicting human scores of essay quality using computational indices of linguistic and textual features. In Biswas, G., Bull, S., Kay, J., & Mitrovic, A. (Eds.), Artificial intelligence in education (Vol. 6738, pp. 438440). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-21869-9_62.CrossRefGoogle Scholar
Crossley, S. A., Roscoe, R. D., McNamara, D. S., & Graesser, A. (2011) Predicting human scores of essay quality using computational indices of linguistic and textual features. In Biswas, G., Bull, S., Kay, J., and Mitrovic, A. (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education (pp. 438440). New York: Springer. https://doi.org/10.1007/978-3-642-21869-9_62.Google Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2010a). The development of semantic relations in second language speakers: A case for Latent Semantic Analysis. Vigo International Journal of Applied Linguistics, 7, 5574.Google Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2012). Predicting the proficiency level of language learners using lexical indices. Language Testing, 29(2), 243263. https://doi.org/10.1177/0265532211419331.CrossRefGoogle Scholar
Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S. (2011). Predicting lexical proficiency in language learner texts using computational indices. Language Testing, 28(4), 561580. https://doi.org/10.1177/0265532210378031.CrossRefGoogle Scholar
Crossley, S. A., & Skalicky, S. (2019). Examining lexical development in second language learners: An approximate replication of Salsbury, Crossley & McNamara (2011). Language Teaching, 52(3), 385405. https://doi.org/10.1017/S0261444817000362.CrossRefGoogle Scholar
Crossley, S. A., Weston, J. L., McLain Sullivan, S. T., & McNamara, D. S. (2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28(3), 282311. https://doi.org/10.1177/0741088311410188.CrossRefGoogle Scholar
Crossley, S. A., & McNamara, D. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. Proceedings of the Annual Meeting of the Cognitive Science Society, 32(32). https://escholarship.org/uc/item/6n5908qx.Google Scholar
Crossley, S. A., & McNamara, D. (2011). Text coherence and judgments of essay quality: Models of quality and coherence. Proceedings of the Annual Meeting of the Cognitive Science Society, 33(33). https://escholarship.org/uc/item/5cp1x9r2.Google Scholar
Crossley, S. A., & McNamara, D. (2016). Say more and be more coherent: How text elaboration and cohesion can increase writing quality. Journal of Writing Research, 7(3), 351370. https://doi.org/10.17239/jowr-2016.07.03.02.CrossRefGoogle Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. (2010b). The development of polysemy and frequency use in English Second Language speakers. Language Learning, 60(3), 573605. https://doi.org/10.1111/j.1467-9922.2010.00568.x.CrossRefGoogle Scholar
Crowhurst, M. (1987). Cohesion in argument and narration at three grade levels. Research in the Teaching of English, 21(2), 185201.CrossRefGoogle Scholar
Cummins, J. (1978). Educational implications of mother tongue maintenance in minority-language groups. The Canadian Modern Language Review, 34(3), 395416. https://doi.org/10.3138/cmlr.34.3.395.CrossRefGoogle Scholar
Cummins, J. (1980). The entry and exit fallacy in Bilingual Education. NABE Journal, 4(3), 2559. https://doi.org/10.1080/08855072.1980.10668382.CrossRefGoogle Scholar
Cummins, J. (1981). Empirical and theoretical underpinnings of bilingual education. The Journal of Education, 163(1), 1629. https://doi.org/10.1177/002205748116300104.CrossRefGoogle Scholar
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. https://doi.org/10.21832/9781853596773.Google Scholar
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Hornberger, N. H. (Ed.), Encyclopedia of Language and Education (pp. 487499). Springer US. https://doi.org/10.1007/978-0-387-30424-3_36.CrossRefGoogle Scholar
Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters.Google Scholar
Cummins, J., & Swain, M. (2014). Bilingualism in education (0 ed.). Routledge. https://doi.org/10.4324/9781315835877.CrossRefGoogle Scholar
Daller, M., Turlik, J., & Weir, I. (2013). Chapter 7. Vocabulary acquisition and the learning curve. In Jarvis, S. & Daller, M. (Eds.), Studies in Bilingualism (Vol. 47, pp. 185218). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.47.09ch7.Google Scholar
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins Pub.CrossRefGoogle Scholar
Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216253. https://doi.org/10.1515/eujal-2013-0011.CrossRefGoogle Scholar
Dalton-Puffer, C., & Bauer-Marschallinger, S. (2019). Cognitive Discourse Functions meet historical competences: Towards an integrated pedagogy in CLIL history education. Journal of Immersion and Content-Based Language Education, 7(1), 3060. https://doi.org/10.1075/jicb.17017.dal.CrossRefGoogle Scholar
Dalton-Puffer, C., Bauer-Marschallinger, S., Brückl-Mackey, K., Hofmann, V., Hopf, J., Kröss, L., & Lechner, L. (2018). Cognitive discourse functions in Austrian CLIL lessons: Towards an empirical validation of the CDF Construct. European Journal of Applied Linguistics, 6(1), 529. https://doi.org/10.1515/eujal-2017-0028.CrossRefGoogle Scholar
Dalton-Puffer, C., & Smit, U. (2012). Empirical perspectives on CLIL classroom discourse. Peter Lang.CrossRefGoogle Scholar
Davies, N. F. (1979). Teaching language as communication. System, 7(3), 228230. https://doi.org/10.1016/0346-251X(79)90008-3.CrossRefGoogle Scholar
De Beaugrande, R., & Dressler, W. U. (1981). Introduction to text linguistics. Longman.CrossRefGoogle Scholar
De Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 721. https://doi.org/10.1017/S1366728906002732.CrossRefGoogle Scholar
De Villiers, J. G., & De Villiers, P. A. (1973). A cross-sectional study of the acquisition of grammatical morphemes in child speech. Journal of Psycholinguistic Research, 2(3), 267278. https://doi.org/10.1007/BF01067106.CrossRefGoogle ScholarPubMed
Deane, P., & Quinlan, Th. (2010). What automated analyses of corpora can tell us about students’ writing skills. Journal of Writing Research, 2(2), 151177. https://doi.org/10.17239/jowr-2010.02.02.4.CrossRefGoogle Scholar
deBoer, M. (2020). Teacher-based assessment of learner-led interactions in CLIL: The power of cognitive discourse functions. In deBoer, M. & Leontjev, D. (Eds.), Assessment and learning in content and language integrated learning (CLIL) classrooms (pp. 229251). Springer International Publishing. https://doi.org/10.1007/978-3-030-54128-6_10.CrossRefGoogle Scholar
Declerck, M., Wen, Y., Snell, J., Meade, G., & Grainger, J. (2020). Unified syntax in the bilingual mind. Psychonomic Bulletin & Review, 27(1), 149154. https://doi.org/10.3758/s13423-019-01666-x.CrossRefGoogle ScholarPubMed
Delu, Z., & Rushan, L. (2023). New research on cohesion and coherence in linguistics. Routledge.Google Scholar
Deutscher, G. (2009). “Overall complexity”: A wild goose chase? In Sampson, G.,Gil, D., & Trudgill, P. (Eds.), Language complexity as an evolving variable (pp. 243251). Oxford University Press. https://doi.org/10.1093/oso/9780199545216.003.0017.CrossRefGoogle Scholar
Díaz Barriga, F., García, J. A., & Toral, P. (2008). La compresión de la noción de tiempo histórico en estudiantes mexicanos de Primaria y Bachillerato. Culture and Education, Cultura y Educación, 20(2), 143160.CrossRefGoogle Scholar
Dóczi, B. (2019). An overview of conceptual models and theories of lexical representation in the mental lexicon. In Webb, S. (Ed.), The Routledge handbook of vocabulary studies (pp. 4665). Routledge.CrossRefGoogle Scholar
Dóczi, B., & Kormos, J. (2016). Longitudinal developments in vocabulary knowledge and lexical organization. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190210274.001.0001.CrossRefGoogle Scholar
Doiz, A., & Lasagabaster, D. (2021). An analysis of the use of cognitive discourse functions in English-medium history teaching at university. English for Specific Purposes, 62, 5869. https://doi.org/10.1016/j.esp.2020.12.002.CrossRefGoogle Scholar
Dörnyei, Z., & Kormos, J. (1998). Problem-Solving: Mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20(3), 349385. JSTOR.CrossRefGoogle Scholar
Douglas, S. R. (2013). The lexical breadth of undergraduate novice level writing competency. Canadian Journal of Applied Linguistics, 16(1), 152170.Google Scholar
Dulay, H. C., & Burt, M. K. (1973). Should we teach children syntax? Language Learning, 23(2), 245258. https://doi.org/10.1111/j.1467-1770.1973.tb00659.x.CrossRefGoogle Scholar
Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24(1), 3753. https://doi.org/10.1111/j.1467-1770.1974.tb00234.x.CrossRefGoogle Scholar
Durrant, P., & Brenchley, M. (2022). The development of academic collocations in children’s writing. In Szudarski, P. & Barclay, S. (Eds.), Vocabulary theory, patterning and teaching. Multilingual Matters.Google Scholar
Durrant, P., Brenchley, M., & McCallum, L. (2021). Understanding development and proficiency in writing: Quantitative corpus linguistic approaches (1.a ed.). Cambridge University Press. https://doi.org/10.1017/9781108770101.CrossRefGoogle Scholar
Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? IRAL – International Review of Applied Linguistics in Language Teaching, 47(2), 157177. https://doi.org/10.1515/iral.2009.007.Google Scholar
Dworin, J. E. (2004). Insights into English-Spanish biliteracy development among elementary school students. Journal of Hispanic Higher Education, 2(2), 181202. https://doi.org/10.1177/1538192702250621.Google Scholar
Eagleman, D. (2012). Incognito: The secret lives of the brain. Knopf Doubleday Publishing Group.Google Scholar
Eagleton, T. (2011). Why Marx was right. Yale University Press.Google Scholar
Echevarría, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model (5th ed.). Pearson.Google Scholar
Eco, U. (1997). The search for the perfect language (1. publ. in paperback).Google Scholar
Eco, U. (2018). Contra el fascismo / Against fascism. Lumen.Google Scholar
Eggins, S., & Martin, J. R. (2003). El contexto como género: Una perspectiva lingüística funciona. Revista Signos, 36(54). https://doi.org/10.4067/S0718-09342003005400005.Google Scholar
Elliot, A. J. (1981). Child language. Cambridge University Press.Google Scholar
Ellis, N. C. (2002). Frequency effects in language processing. A review with implications for implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143188. https://doi.org/10.1017/S0272263102002024.CrossRefGoogle Scholar
Ellis, N. C. (2012). Formulaic language and second language acquisition: Zipf and the phrasal teddy bear. Annual Review of Applied Linguistics, 32, 1744. https://doi.org/10.1017/S0267190512000025.CrossRefGoogle Scholar
Ellis, R. (2003). Task-based language learning and teaching (7. print). Oxford University Press.Google Scholar
Ellis, R. (2008). The study of second language acquisition (2. ed., [9. Nachdr.]). Oxford University Press.Google Scholar
Ellis, R., & Barkhuizen, G. P. (2005). Analysing learner language. Oxford University Press.Google Scholar
European Commission. (2002). Language, diversity, citizenship: Policies for plurilingualism in Europe. Council of Europe.Google Scholar
European Commission. (2011). Teaching reading in Europe: Contexts, policies and practices. Education, Audiovisual and Culture Executive Agency.Google Scholar
Evans, V., Bergen, B. K., & Zinken, J. (2007). The cognitive linguistics enterprise: An overview. In Evans, V., Bergen, B. K., & Zinken, J. (Eds.), The cognitive linguistics reader (pp. 236). Equinox.Google Scholar
Evnitskaya, N., & Dalton-Puffer, C. (2023). Cognitive discourse functions in CLIL classrooms: Eliciting and analysing students’ oral categorizations in science and history. International Journal of Bilingual Education and Bilingualism, 26(3), 311330. https://doi.org/10.1080/13670050.2020.1804824.CrossRefGoogle Scholar
Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28(5), 491520. https://doi.org/10.1080/09500690500339092.CrossRefGoogle Scholar
Feez, S., & Joyce, H. (1998). Text-based syllabus design. Macquarie University.Google Scholar
Feinauer, E., Hall-Kenyon, K. M., & Everson, K. C. (2017). Rethinking the linguistic threshold hypothesis: Modeling the linguistic threshold among young Spanish–English bilinguals. Bilingualism: Language and Cognition, 20(5), 886902. https://doi.org/10.1017/S1366728916000626.CrossRefGoogle Scholar
Fellbaum, C. (Ed.). (1998). WordNet: An electronic lexical database. The MIT Press. https://doi.org/10.7551/mitpress/7287.001.0001.CrossRefGoogle Scholar
Fellbaum, C. (2005). WordNet and wordnets. In Brown, K. (Ed.), Encyclopedia of language and linguistics (2nd ed., pp. 665670). Elsevier.Google Scholar
Ferris, D. R. (1994). Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly, 28(2), 414. https://doi.org/10.2307/3587446.CrossRefGoogle Scholar
Firth, J. R. (1957). Studies in linguistic analysis. Philological Society.Google Scholar
Fishman, J. A., & García, O. (Eds.). (2010). Handbook of language and ethnic identity (2nd ed.). Oxford University Press.Google Scholar
Fitzgerald, J. C. (2011). Comprehending historical narratives: Exploring the relationship between causal language and students’ mental representations of history. University of Pittsburgh.Google Scholar
Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 1429. https://doi.org/10.1017/S0267190517000162.CrossRefGoogle Scholar
Flowerdew, J. (2014). Academic discourse (0 ed.). Routledge. https://doi.org/10.4324/9781315838069.CrossRefGoogle Scholar
Flowerdew, L. (2015). Data-driven learning and language learning theories: Whither the twain shall meet. In Leńko-Szymańska, A. & Boulton, A. (Eds.), Studies in corpus linguistics (Vol. 69, pp. 1536). John Benjamins Publishing Company. https://doi.org/10.1075/scl.69.02flo.Google Scholar
Folse, K. S. (2004). Myths about teaching and learning second language vocabulary: What recent research says. TESL Reporter, 37(2), 113.Google Scholar
Foucault, M. (1969). The archaeology of knowledge. Routledge.Google Scholar
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.CrossRefGoogle Scholar
García Castaño, F. J., Granados Martínez, A., & García-Cano Torrico, M. (1997). Educación: ¿Integración o exclusión de la diversidad cultural? (1st ed.). Laboratorio de Estudios Interculturales, Universidad de Granada.Google Scholar
García Marcos, F. (2020). La recepción de Bernstein en Alemania. Refracción: revista sobre lingüística materialista, 2, 16.Google Scholar
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. Peter Lang.Google Scholar
Gardner, S., Nesi, H., & Biber, D. (2019). Discipline, level, genre: Integrating situational perspectives in a New MD analysis of university student writing. Applied Linguistics, 40(4), 646674. https://doi.org/10.1093/applin/amy005.CrossRefGoogle Scholar
Garrity, S., Aquino-Sterling, C. R., Van Liew, C., & Day, A. (2018). Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment. International Journal of Bilingual Education and Bilingualism, 21(2), 179196. https://doi.org/10.1080/13670050.2016.1148113.CrossRefGoogle Scholar
Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. Routledge.Google Scholar
Genc, Z. S. (2018). Structural approach. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (1.a ed., pp. 16). Wiley. https://doi.org/10.1002/9781118784235.eelt0164.Google Scholar
Genesee, F. (1989). Early bilingual development: One language or two? Journal of Child Language, 16(1), 161179. https://doi.org/10.1017/S0305000900013490.CrossRefGoogle ScholarPubMed
Genesee, F., Lindholm-Leary, K., Saunders, B., & Christian, D. (2006). Educating English language learners: A synthesis of research evidence (1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511499913.CrossRefGoogle Scholar
Genette, G. (1980). Narrative discourse. An essay in method. Blackwell.Google Scholar
Gillham, B. (Ed.). (1986). The language of school subjects. Heinemann Educational Books.Google Scholar
Ginsburgh, V., & Weber, S. (Eds.). (2016). The Palgrave handbook of the economics and language. Palgrave Macmillan.CrossRefGoogle Scholar
Giora, R. (1985). Notes towards a theory of Text Coherence. Poetics Today, 6(4), 699. https://doi.org/10.2307/1771962.CrossRefGoogle Scholar
González-Fernández, B., & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481505. https://doi.org/10.1093/applin/amy057.CrossRefGoogle Scholar
Good, D. (2009). Pause for thought: Why Bernstein was not a psycholinguist. Multilingua – Journal of Cross-Cultural and Interlanguage Communication, 28(2–3), 175193. https://doi.org/10.1515/mult.2009.009.CrossRefGoogle Scholar
Grabe, W. (2002). Narrative and expository macro-genres. InJohns, A. M. (Ed.), Genre in the classroom: Multiple perspectives (pp. 249268). Lawrence Erlbaum Associates.Google Scholar
Graesser, A. C., & McNamara, D. S. (2011). Computational analyses of multilevel discourse comprehension. Topics in Cognitive Science, 3(2), 371398. https://doi.org/10.1111/j.1756-8765.2010.01081.x.CrossRefGoogle ScholarPubMed
Graesser, A. C., McNamara, D. S., & Kulikowich, J. M. (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40(5), 223234. https://doi.org/10.3102/0013189X11413260.CrossRefGoogle Scholar
Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2003). What do readers need to learn in order to process coherence relations in narrative and expository text. In Sweet, A. P. & Snow, C. E. (Eds.), Rethinking reading comprehension (pp. 8298). Guilford Press.Google Scholar
Granados, A. (2021). Análisis computacional de corpus de español avanzado: Claves para una descripción. In Lorenzo, F., De Alba Quiñones, V., & Cruz Moya, O. (Eds.), El desarrollo del español académico en L2 y LE. Perspectivas desde la educación bilingüe (pp. 137166). Peter Lang B. https://doi.org/10.3726/b18461.Google Scholar
Granados, A., López-Jiménez, M. D., & Lorenzo, F. (2022). A longitudinal study of L2 historical writing: Lexical richness and writing proficiency in Content and Language Integrated Learning. Ibérica, 43, 129154. https://doi.org/10.17398/2340-2784.43.129.CrossRefGoogle Scholar
Granados, A., & Lorenzo, F. (2021). English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus. Revista Signos, 54(106), 626644. https://doi.org/10.4067/S0718-09342021000200626.CrossRefGoogle Scholar
Granados, A., & Lorenzo, F. (2022). A tale of two cities: The ideological debate on equity in bilingual schooling. AILA Review, 35(2), 203226. https://doi.org/10.1075/aila.22019.gra.CrossRefGoogle Scholar
Granados, A., & Lorenzo, F. (2024). A functional description of disciplinary literacy in history: Applications of the Common European Framework of Reference for Languages to content and language integrated learning courses. In Huettner, J. & Dalton-Puffer, C. (Eds.), Building disciplinary literacies in content and language integrated learning. Routledge.Google Scholar
Granados, A., Lorenzo-Espejo, A., & Lorenzo, F. (2022). Evidence for the interdependence hypothesis: A longitudinal study of biliteracy development in a CLIL/bilingual setting. International Journal of Bilingual Education and Bilingualism, 25(8), 30053021. https://doi.org/10.1080/13670050.2021.2001428.CrossRefGoogle Scholar
Granados, A., Lorenzo-Espejo, A., & Lorenzo, F. (2023). A portrait of academic literacy in mid-adolescence: A computational longitudinal account of cognitive academic language proficiency during secondary school. Language and Education, 37(3), 288307. https://doi.org/10.1080/09500782.2022.2079951.CrossRefGoogle Scholar
Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9(2), 123145. https://doi.org/10.1016/S1060-3743(00)00019-9.CrossRefGoogle Scholar
Greene, J. P. (1997). A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal, 21(2–3), 103122. https://doi.org/10.1080/15235882.1997.10668656.CrossRefGoogle Scholar
Gregg, K. R. (2001). Learnability and second language acquisition theory. In Robinson, P. (Ed.), Cognition and second language instruction (1.a ed., pp. 152180). Cambridge University Press. https://doi.org/10.1017/CBO9781139524780.008.CrossRefGoogle Scholar
Gregg, K. R. (2003). SLA theory: Construction and assessment. In Doughty, C. J. & Long, M. H. (Eds.), The handbook of second language acquisition (1.a ed., pp. 830865). Wiley. https://doi.org/10.1002/9780470756492.ch23.CrossRefGoogle Scholar
Gregori-Signes, C., & Clavel-Arroitia, B. (2015). Analysing lexical density and lexical diversity in university students’ written discourse. Procedia – Social and Behavioral Sciences, 198, 546556. https://doi.org/10.1016/j.sbspro.2015.07.477.CrossRefGoogle Scholar
Grillo, L. (2011). Scribam ipse de me: The personality of the narrator in Caesar’s Bellum Civile. American Journal of Philology, 132(2), 243271. https://doi.org/10.1353/ajp.2011.0013.CrossRefGoogle Scholar
Grin, F., Sfreddo, C., & Vaillancourt, F. (2013). The economics of the multilingual workplace. Routledge.Google Scholar
Grosjean, F. (2001). Life with two languages: An introduction to bilingualism (11.a ed.). Harvard University Press.Google Scholar
Grosjean, F. (2019). A journey in languages and cultures: The life of a bicultural bilingual (1.a ed.). Oxford University Press. https://doi.org/10.1093/oso/9780198754947.001.0001.CrossRefGoogle Scholar
Grundy, J. G. (2020). The effects of bilingualism on executive functions: An updated quantitative analysis. Journal of Cultural Cognitive Science, 4(2), 177199. https://doi.org/10.1007/s41809-020-00062-5.CrossRefGoogle Scholar
Guo, L., Crossley, S. A., & McNamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18(3), 218238. https://doi.org/10.1016/j.asw.2013.05.002.CrossRefGoogle Scholar
Habermas, J. (2007). The theory of communicative action, volume 1: Reason and the rationalization of society (T. MacCarthy, Trad.). Beacon.Google Scholar
Halliday, M. A. K. (1990). Spoken and written language (2. ed., 2. impr). Oxford University Press.Google Scholar
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English (0 ed.). Routledge. https://doi.org/10.4324/9781315836010.Google Scholar
Halliday, M. A. K., Matthiessen, C. M. I. M., Halliday, M., & Matthiessen, C. (2014). An introduction to functional grammar (0 ed.). Routledge. https://doi.org/10.4324/9780203783771.CrossRefGoogle Scholar
Hall-Mills, S., & Apel, K. (2015). Linguistic feature development across grades and genre in elementary writing. Language, Speech, and Hearing Services in Schools, 46(3), 242255. https://doi.org/10.1044/2015_LSHSS-14-0043.CrossRefGoogle ScholarPubMed
Hammerly, H. (1991). Fluency and accuracy: Toward balance in language teaching and learning. Multilingual Matters.Google Scholar
Harari, Y. N. (2024). Nexus: A brief history of information networks from the Stone Age to AI (1st edition). Random House.Google Scholar
Harmon, Z. & Kapatsinski, V. (2017). “Putting old tools to novel uses: The role of form accessibility in semantic extension”. Cognitive Psychology 98, 2244. https://doi.org/10.1016/j.cogpsych.2017.08.002.CrossRefGoogle ScholarPubMed
Hartsuiker, R. J., & Bernolet, S. (2017). The development of shared syntax in second language learning. Bilingualism: Language and Cognition, 20(2), 219234. https://doi.org/10.1017/S1366728915000164.CrossRefGoogle Scholar
Hartsuiker, R. J., Pickering, M. J., & Veltkamp, E. (2004). Is syntax separate or shared between languages?: Cross-linguistic syntactic priming in Spanish-English bilinguals. Psychological Science, 15(6), 409414. https://doi.org/10.1111/j.0956-7976.2004.00693.x.CrossRefGoogle ScholarPubMed
Harvey, O. (2019). «Life hung on a word»: Shibboleths and genocide in Danticat’s the farming of bones, Wiesel’s night, and Courtemanche’s a Sunday at the pool in Kigali. Thesis, East Carolina University. https://thescholarship.ecu.edu/handle/10342/7588.Google Scholar
Haswell, R. H. (2000). Documenting improvement in college writing: A longitudinal approach. Written Communication, 17(3), 307352. https://doi.org/10.1177/0741088300017003001.CrossRefGoogle Scholar
Hatch, E. M. (1992). Discourse and language education. Cambridge University Press.Google Scholar
Hatzidaki, A., Branigan, H. P., & Pickering, M. J. (2011). Co-activation of syntax in bilingual language production. Cognitive Psychology, 62(2), 123150. https://doi.org/10.1016/j.cogpsych.2010.10.002.CrossRefGoogle ScholarPubMed
Havelock, E. A. (1986). The muse learns to write: Reflections on orality and literacy from antiquity to the present. Yale University Press.Google Scholar
Heller, M. (2011). Paths to post-nationalism: A critical ethnography of language and identity. Oxford University Press.CrossRefGoogle Scholar
Herget, D., Dalton, B., Kinney, S., Smith, W. Z., Wilson, D., & Rogers, J. (2019). U.S. PIRLS and ePIRLS 2016 Technical report and user’s guide. National Center for Education Statistics. U.S. Department of Education.Google Scholar
Hickmann, M. (2003). Children’s discourse: Person, space and time across languages. Cambridge University Press.Google Scholar
Hobbs, J. R. (1979). Coherence and coreference. Cognitive Science, 3(1), 6790. https://doi.org/10.1207/s15516709cog0301_4.CrossRefGoogle Scholar
Hobsbawm, E. J. (1997). On history (reprint). Abacus.Google Scholar
Hoggart, R. (1957). The uses of literacy (new ed.). Penguin.Google Scholar
Holliday, A. (2018). Native‐speakerism. In Liontas, J. I. (Ed.), The TESOL encyclopedia of English language teaching (1.a ed., pp. 17). Wiley. https://doi.org/10.1002/9781118784235.eelt0027.Google Scholar
Holm, J. A. (2000). An introduction to pidgin and creoles. Cambridge University Press.CrossRefGoogle Scholar
Holme, R. (2012). Emergentism, connectionism and complexity. In Herschensohn, J. & Young-Scholten, M. (Eds.), The Cambridge handbook of second language acquisition (1.a ed., pp. 605626). Cambridge University Press. https://doi.org/10.1017/CBO9781139051729.035.CrossRefGoogle Scholar
Hornberger, N. H. (1990). Creating successful learning contexts for bilingual literacy. Teachers College Record, 92(2), 212229.CrossRefGoogle Scholar
Hornberger, N. H. (2004). The continua of biliteracy and the bilingual educator: Educational linguistics in practice. International Journal of Bilingual Education and Bilingualism, 7(2–3), 155171. https://doi.org/10.1080/13670050408667806.CrossRefGoogle Scholar
Hornberger, N. H., & Skilton-Sylvester, E. (2000). Revisiting the continua of biliteracy: International and critical perspectives. Language and Education, 14(2), 96122. https://doi.org/10.1080/09500780008666781.CrossRefGoogle Scholar
Hou, J., Loerts, H., & Verspoor, M. H. (2018). Chunk use and development in advanced Chinese L2 learners of English. Language Teaching Research, 22(2), 148168. https://doi.org/10.1177/1362168816662290.CrossRefGoogle Scholar
Housen, A., De Clercq, B., Kuiken, F., & Vedder, I. (2019). Multiple approaches to complexity in second language research. Second Language Research, 35(1), 321. https://doi.org/10.1177/0267658318809765.CrossRefGoogle Scholar
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4), 461473. https://doi.org/10.1093/applin/amp048.CrossRefGoogle Scholar
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy and fluency: Definitions, measurement and research. In Housen, A., Kuiken, F., & Vedder, I. (Eds.), Language learning & language teaching (Vol. 32, pp. 120). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.32.01hou.Google Scholar
Huang, J., Pickering, M. J., Chen, X., Cai, Z., Wang, S., & Branigan, H. P. (2019). Does language similarity affect representational integration? Cognition, 185, 8390. https://doi.org/10.1016/j.cognition.2019.01.005.CrossRefGoogle ScholarPubMed
Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language (1.a ed.). Cambridge University Press. https://doi.org/10.1017/9781316423530.CrossRefGoogle Scholar
Hulstijn, J. H. (2011). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229249. https://doi.org/10.1080/15434303.2011.565844.CrossRefGoogle Scholar
Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and research (Vol. 41). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.41.CrossRefGoogle Scholar
Hunt, K. W. (1965). Grammatical structures written at three grade levels. NCTE research report No. 3. https://eric.ed.gov/?id=ED113735.Google Scholar
Hunt, K. W. (1970). Syntactic maturity in schoolchildren and adults. Monographs of the Society for Research in Child Development, 35(1), iii. https://doi.org/10.2307/1165818.CrossRefGoogle ScholarPubMed
Huntington, S. P. (1996). The clash of civilizations and the remaking of world order. Simon & Schuster.Google Scholar
Husein, R., & Pulungan, A. H. (2016). Chapter 9. Discussion. In Sumber Belajar Penunjang PLPG2016 Bahasa Inggris [supporting learning resources for PLPG2016 English]. Kementerian Pendidikan Dan Kebudayaan Direktorat Jenderal Guru Dan Tenaga Kependidikan. https://imadesujana.files.wordpress.com/2016/10/157_bab-9-discussion.pdf.Google Scholar
Hüttner, J. I. (2007). Academic writing in a foreign language: An extended genre analysis of student texts. Peter Lang.Google Scholar
Hyland, K. (2002). 6. Genre: Language, context, and literacy. Annual Review of Applied Linguistics, 22, 113135. https://doi.org/10.1017/S0267190502000065.CrossRefGoogle Scholar
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.CrossRefGoogle Scholar
Hyland, K. (2006). Disciplinary differences: Language variation in academic discourses. In Hyland, K. & Bondi, M. (Eds.), Academic discourse across disciplines (pp. 1745). Peter Lang.CrossRefGoogle Scholar
Hyland, K. (2011). Academic discourse. In Hyland, K. & Paltridge, B. (Eds.), Continuum companion to discourse analysis (pp. 171184). Continuum.Google Scholar
Hymes, D. H. (1972). On communicative competence. In J. Pride, B. & Holmes, J. (Eds.), Sociolinguistics: Selected readings (pp. 269293). Penguin.Google Scholar
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693. https://doi.org/10.2307/3587930.CrossRefGoogle Scholar
Ivanic, R., & McEnery, T. (2000). Lancaster corpus of children’s project writing [Learner Corpus]. www.lancaster.ac.uk/fass/projects/lever/.Google Scholar
Ives, P. (2004). Gramsci’s politics of language: Engaging the Bakhtin Circle and the Frankfurt School. University of Toronto Press. https://doi.org/10.3138/9781442675490.CrossRefGoogle Scholar
Jackson, H., & Zé Amvela, E. (2000). Words, meaning, and vocabulary: An introduction to modern English lexicology. Continuum.Google Scholar
Jacob, G., Katsika, K., Family, N., & Allen, S. E. M. (2017). The role of constituent order and level of embedding in cross-linguistic structural priming. Bilingualism: Language and Cognition, 20(2), 269282. https://doi.org/10.1017/S1366728916000717.CrossRefGoogle Scholar
Jafarpur, A. (1991). Cohesiveness as a basis for evaluating compositions. System, 19(4), 459–465. https://doi.org/10.1016/0346-251X(91)90026-L.CrossRefGoogle Scholar
Jakobson, R. (1960). Closing statement: Linguistics and poetics. In T. Sebeok, A. (Ed.), Style in language (pp. 350377). MIT Press.Google Scholar
Jakonen, T., & Morton, T. (2015). Epistemic search sequences in peer interaction in a content-based language classroom. Applied Linguistics, 36(1), 7394. https://doi.org/10.1093/applin/amt031.CrossRefGoogle Scholar
Jarvis, S. (2002). Short texts, best-fitting curves and new measures of lexical diversity. Language Testing, 19(1), 5784. https://doi.org/10.1191/0265532202lt220oa.CrossRefGoogle Scholar
Jarvis, S. (2013). Capturing the diversity in lexical diversity. Language Learning, 63(s1), 87106. https://doi.org/10.1111/j.1467-9922.2012.00739.x.CrossRefGoogle Scholar
Jarvis, S. (2017). Grounding lexical diversity in human judgments. Language Testing, 34(4), 537553. https://doi.org/10.1177/0265532217710632.CrossRefGoogle Scholar
Jaspers, J. (2011). Talking like a ‘zerolingual’: Ambiguous linguistic caricatures at an urban secondary school. Journal of Pragmatics, 43(5), 12641278. https://doi.org/10.1016/j.pragma.2010.05.012.CrossRefGoogle Scholar
Jaworski, A., & Coupland, N. (Eds.). (1999). The discourse reader. Routledge.Google Scholar
Jiménez Castillo, J. (2005). Redefinición del analfabetismo: El analfabetismo funcional. Revista de educación, 338, 273294.Google Scholar
Jiménez Gámez, R. Á. (2012). Diversidad cultural y lingüística, identidad e inmigración: Algunas conclusiones y propuestas desde la investigación educativa. (Cultural and Linguistic diversity, identity and immigration: Some considers and proposals from educative research). Revista educación inclusiva, 5(1), 139156.Google Scholar
Johns, A. M. (Ed.). (2002). Genre in the classroom: Multiple perspectives. L. Erlbaum.Google Scholar
Johnson, D. C., Johnson, E. J., & Hetrick, D. (2020). Normalization of language deficit ideology for a new generation of minoritized U.S. youth. Social Semiotics, 30(4), 591606. https://doi.org/10.1080/10350330.2020.1766210.CrossRefGoogle Scholar
Johnson, D. W. (1981). Student-student interaction: The neglected variable in education. Educational Researcher, 10(1), 510. https://doi.org/10.3102/0013189X010001005.CrossRefGoogle Scholar
Jonker, L. C., Berlejung, A., & Cornelius, I. (Eds.). (2021). Multilingualism in ancient contexts (1.a ed.). African Sun Media; JSTOR. www.jstor.org/stable/j.ctv1nzfzj0.Google Scholar
Juknevičienė, R. (2009). Lexical bundles in learner language: Lithuanian learners vs. native speakers. Kalbotyra, 61(3), 6172. https://doi.org/10.15388/Klbt.2009.7638.CrossRefGoogle Scholar
Karmiloff-smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1(1), 6185. https://doi.org/10.1080/01690968508402071.CrossRefGoogle Scholar
Kim, M., & Crossley, S. A. (2018). Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing. Assessing Writing, 37, 3956. https://doi.org/10.1016/j.asw.2018.03.002.CrossRefGoogle Scholar
Klemperer, V. (2013). The language of the Third Reich: LTI Lingua Tertii Imperii: A philologist’s notebook (Bloomsbury Revelations edition). Bloomsbury Academic.Google Scholar
Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language & Social Interaction, 35(3), 277309. https://doi.org/10.1207/S15327973RLSI3503_2.CrossRefGoogle Scholar
Krauze, E. (2022). Spinoza en el Parque México: Conversaciones con José María Lassalle. Tusquets Editores.Google Scholar
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.Google Scholar
Kroll, J. F., & Ma, F. (2017). The bilingual lexicon. In E. Fernández, M. & Cairns, H. S. (Eds.), Handbook of psycolinguistics (pp. 294319). Wiley-Blackwell Publications.CrossRefGoogle Scholar
Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33(2), 149174. https://doi.org/10.1006/jmla.1994.1008.CrossRefGoogle Scholar
Kupersmitt, J., Yifat, R., & Blum-Kulka, S. (2014). The development of coherence and cohesion in monolingual and sequential bilingual children’s narratives: Same or different? Narrative Inquiry, 24(1), 4076. https://doi.org/10.1075/ni.24.1.03kup.CrossRefGoogle Scholar
Kyle, K., & Crossley, S. A. (2016). The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34, 1224. https://doi.org/10.1016/j.jslw.2016.10.003.CrossRefGoogle Scholar
Kyle, K., & Crossley, S. A. (2015). Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49(4), 757786. https://doi.org/10.1002/tesq.194.CrossRefGoogle Scholar
Kyle, K., & Crossley, S. A. (2018). Measuring syntactic complexity in L2 writing using fine‐grained clausal and phrasal indices. The Modern Language Journal, 102(2), 333349. https://doi.org/10.1111/modl.12468.CrossRefGoogle Scholar
Kyle, K., & Crossley, S. A. (2021). NLP for the Social Sciences. www.linguisticanalysistools.org.Google Scholar
Kyle, K., Crossley, S. A., & Berger, C. (2018). The tool for the automatic analysis of lexical sophistication (TAALES): Version 2.0. Behavior Research Methods, 50(3), 10301046. https://doi.org/10.3758/s13428-017-0924-4.CrossRefGoogle ScholarPubMed
Labov, W. (2003). Some sociolinguistic principles. In Paulston, C. B. & Tucker, G. R. (Eds.), Sociolinguistics: The essential readings (pp. 234250). Blackwell Pub.Google Scholar
Lahuerta Martínez, A. C. (2018). Analysis of syntactic complexity in secondary education EFL writers at different proficiency levels. Assessing Writing, 35, 111. https://doi.org/10.1016/j.asw.2017.11.002.CrossRefGoogle Scholar
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.Google Scholar
Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255271. https://doi.org/10.1093/applin/19.2.255.CrossRefGoogle Scholar
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307322. https://doi.org/10.1093/applin/16.3.307.CrossRefGoogle Scholar
Leah Espada-Gustilo. (2011). Linguistic features that impact essay scores: A corpus linguistic analysis of ESL writing in three proficiency levels. The Southeast Asian Journal of English Language Studies, 17(1), 5564.Google Scholar
Leeman, J. (2014). Critical approaches to teaching Spanish as a local-foreign language. In Lacorte, M. (Ed.), The Routledge handbook of Hispanic applied linguistics (pp. 275292). Routledge.Google Scholar
Lemke, J. L. (1993). Talking science: Language, learning, and values (2. print). Ablex Publ.Google Scholar
Levelt, W. J. M. (Ed.). (1993). Lexical access in speech production. Blackwell.CrossRefGoogle Scholar
Levelt, W. J. M. (1999). Models of word production. Trends in Cognitive Sciences, 3(6), 223232. https://doi.org/10.1016/S1364-6613(99)01319-4.CrossRefGoogle ScholarPubMed
Li, J., & Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18(2), 85102. https://doi.org/10.1016/j.jslw.2009.02.001.CrossRefGoogle Scholar
Libben, G. (2017). The quantum metaphor and the organization of words in the mind. Journal of Cultural Cognitive Science, 1(1), 4955. https://doi.org/10.1007/s41809-017-0003-5.CrossRefGoogle Scholar
Liew, E. M. (1996). Developmental interdependence hypothesis revisited in the Brunei classroom. Journal of Multilingual and Multicultural Development, 17(2–4), 195204. https://doi.org/10.1080/01434639608666271.CrossRefGoogle Scholar
Lin, A. M. Y. (2010). Curriculum: Foreign language learning. In International encyclopedia of education (pp. 428434). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00082-8.CrossRefGoogle Scholar
Linneweber-Lammerskitten, H. (2010). Items for a description of linguistic competence in the language of schooling necessary for learning/teaching mathematics (in secondary education). In Language and school subjects: Linguistic dimensions of knowledge building in school curricula (Vol. 4). Council of Europe. https://rm.coe.int/16806adb7e.Google Scholar
Lippi-Green, R. (2012). English with an Accent: Language, ideology, and discrimination in the United States (2.a ed.). Routledge. https://doi.org/10.4324/9780203348802.CrossRefGoogle Scholar
Lippitz, W. (1983). The child’s understanding of time. Phenomenology + Pedagogy, 172180. https://doi.org/10.29173/pandp14873.CrossRefGoogle Scholar
Lledó, E. (2011). Lenguaje e historia. Dykinson.Google Scholar
Llinares, A., & Evnitskaya, N. (2021). Classroom interaction in CLIL programs: Offering opportunities or fostering inequalities? TESOL Quarterly, 55(2), 366397. https://doi.org/10.1002/tesq.607.CrossRefGoogle Scholar
Llinares, A., & Morton, T. (2010). Historical explanations as situated practice in content and language integrated learning. Classroom Discourse, 1(1), 4665. https://doi.org/10.1080/19463011003750681.CrossRefGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.Google Scholar
Llinares, A., & Nikula, T. (2023). CLIL students’ production of cognitive discourse functions: Comparing Finnish and Spanish contexts. Language and Education, 120. https://doi.org/10.1080/09500782.2023.2211049.Google Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Handbook of second language acquisition (pp. 413468). Elsevier. https://doi.org/10.1016/B978-012589042-7/50015-3.Google Scholar
Lorenzo, F. (2007). An analytical framework of language integration in L2 content-based courses: The European dimension. Language and Education, 21(6), 502514. https://doi.org/10.2167/le708.0.CrossRefGoogle Scholar
Lorenzo, F. (2008). Instructional discourse in bilingual settings. An empirical study of linguistic. Adjustments in content and language integrated learning. Language Learning Journal, 36(1), 2133. https://doi.org/10.1080/09571730801988470.CrossRefGoogle Scholar
Lorenzo, F. (2010). Communication linguistics: The genre-based multilingual curriculum. Revista signos, 43(74), 391410. https://doi.org/10.4067/S0718-09342010000500001.Google Scholar
Lorenzo, F. (2013). Genre-based curricula: Multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 16(3), 375388. https://doi.org/10.1080/13670050.2013.777391.CrossRefGoogle Scholar
Lorenzo, F. (2016). Communicative language competence: Strategies for reading literacy enhancement in PISA tests. Revista de Educación, 374, 141158. https://doi.org/10.4438/1988-592X-RE-2016-374-329.Google Scholar
Lorenzo, F. (2017). Historical literacy in bilingual settings: Cognitive academic language in CLIL history narratives. Linguistics and Education, 37, 3241. https://doi.org/10.1016/j.linged.2016.11.002.CrossRefGoogle Scholar
Lorenzo, F., Cvikić, L., Llinares, A., de Boer, M., Adadan, E., Arias-Hermoso, R., Bagalová, D., Ćaleta, M., Demirkol Orak, S., Evnitskaya, N., Glasnović Gracin, D., Granados, A., Guzmán-Alcón, I., Kasprzak, M., Lehesvuori, S., Miloshevska, L., Özdemir, H., Piacentini, V., del Pozo, E., … Ting, T. (2024). Assessing disciplinary literacy with CEFR descriptors: History, Mathematics and Science [Application/pdf]. CLIL Network for Languages in Education – European Union. https://phaidra.univie.ac.at/o:2082900.Google Scholar
Lorenzo, F., & Dalton-Puffer, C. (2016). 2. Historical Literacy in CLIL: Telling the past in a second language. In Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 5572). Multilingual Matters. https://doi.org/10.21832/9781783096145-006.Google Scholar
Lorenzo, F., Granados, A., & Ávila, I. (2019). The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history. Journal of English for Academic Purposes, 41, 100767. https://doi.org/10.1016/j.jeap.2019.06.010.CrossRefGoogle Scholar
Lorenzo, F., Granados, A., & Rico, N. (2021). Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42(3), 393413. https://doi.org/10.1093/applin/amaa037.CrossRefGoogle Scholar
Lorenzo, F., & Meyer, O. (2017). Languages of schooling: Explorations into disciplinary literacies: an Introduction. European Journal of Applied Linguistics, 5(2), 153156. https://doi.org/10.1515/eujal-2017-0025.CrossRefGoogle Scholar
Lorenzo, F., & Meyer, O. (2018). Languages of Schooling: Language competence and educational success. European Journal of Applied Linguistics, 6(1), 13. https://doi.org/10.1515/eujal-2017-0033.CrossRefGoogle Scholar
Lorenzo, F., & Rodríguez, L. (2014). Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL. System, 47, 6472. https://doi.org/10.1016/j.system.2014.09.016.CrossRefGoogle Scholar
Low, D. E. (2017). Not to be «Destoried»: How an academically marginalized student employs comics and multimodal authorship to claim a counter-identity. The Journal of Literature, Literacy, and the Arts, Research Strand, 4(2), 656.Google Scholar
Lozano Hernández, J. (2015). El discurso histórico. Sequitur.Google Scholar
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474496. https://doi.org/10.1075/ijcl.15.4.02lu.CrossRefGoogle Scholar
Lucchini, S. (2009). Semilingualism: A concept to be revived for a new linguistic policy? In Cornillie, B., Lambert, J., Swiggers, P., & Societas Linguistica Europaea (Eds.), Linguistic identities, language shift and language policy in Europe (pp. 6171). Peeters.Google Scholar
Lui, P. P., & Quezada, L. (2019). Associations between microaggression and adjustment outcomes: A meta-analytic and narrative review. Psychological Bulletin, 145(1), 4578. https://doi.org/10.1037/bul0000172.CrossRefGoogle ScholarPubMed
MacSwan, J. (2000). The threshold hypothesis, semilingualism, and other contributions to a deficit view of linguistic minorities. Hispanic Journal of Behavioral Sciences, 22(1), 345. https://doi.org/10.1177/0739986300221001.CrossRefGoogle Scholar
MacSwan, J., & Rolstad, K. (2003). Linguistic diversity, schooling, and social class: Rethinking our conception of language proficiency in language minority education. In Paulston, C. B. & Tucker, G. R. (Eds.), Sociolinguistics: The essential readings (pp. 329340). Wiley-Blackwell.Google Scholar
Malvern, D., Richards, B. J., Chipere, N., & Duran, P. (2004). Lexical diversity and language development: Quantification and assessment. Palgrave Macmillan.CrossRefGoogle Scholar
Margutti, P. (2010). On designedly incomplete utterances: What counts as learning for teachers and students in primary classroom Interaction. Research on Language & Social Interaction, 43(4), 315345. https://doi.org/10.1080/08351813.2010.497629.CrossRefGoogle Scholar
Martin, J., Maton, K., & Matruglio, E. (2010). Historical cosmologies: Epistemology and axiology in Australian secondary school history discourse. Revista signos, 43(74), 433463. https://doi.org/10.4067/S0718-09342010000500003.Google Scholar
Martin, J. R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause. Continuum.Google Scholar
Martin, J. R., & White, P. R. R. (2005). The language of evaluation. Palgrave Macmillan UK. https://doi.org/10.1057/9780230511910.CrossRefGoogle Scholar
Martínez, T. (2016, octubre 27). Academia, love me back. Tiffany Martínez: Words & art from an optimist. https://vivatiffany.wordpress.com/2016/10/27/academia-love-me-back/.Google Scholar
Mazgutova, D., & Kormos, J. (2015). Syntactic and lexical development in an intensive English for Academic Purposes Programme. Journal of Second Language Writing, 29, 315. https://doi.org/10.1016/j.jslw.2015.06.004.CrossRefGoogle Scholar
McCabe, A. (2021). A functional linguistic perspective on developing language. Routledge, Taylor & Francis Group.CrossRefGoogle Scholar
McCarthy, P. M., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42(2), 381392. https://doi.org/10.3758/BRM.42.2.381.CrossRefGoogle ScholarPubMed
McCawley, J. D. (1998). The syntactic phenomena of English (2nd ed.). University of Chicago Press.Google Scholar
McDonald, S. A., & Shillcock, R. C. (2001). Rethinking the word frequency effect: The neglected role of distributional information in lexical processing. Language and Speech, 44(3), 295322. https://doi.org/10.1177/00238309010440030101.CrossRefGoogle ScholarPubMed
McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27(1), 5786. https://doi.org/10.1177/0741088309351547.CrossRefGoogle Scholar
McNamara, D. S., Crossley, S. A., & Roscoe, R. (2013). Natural language processing in an intelligent writing strategy tutoring system. Behavior Research Methods, 45(2), 499515. https://doi.org/10.3758/s13428-012-0258-1.CrossRefGoogle Scholar
McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014). Automated evaluation of text and discourse with Coh-Metrix (1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511894664.CrossRefGoogle Scholar
De Mejía, A.-M. (2002). Power, prestige and bilingualism: International perspectives on elite bilingual education. Multilingual Matters.CrossRefGoogle Scholar
Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (3.a ed.). Routledge. https://doi.org/10.4324/9781351042581.CrossRefGoogle Scholar
Menken, K., & Kleyn, T. (2010). The long-term impact of subtractive schooling in the educational experiences of secondary English language learners. International Journal of Bilingual Education and Bilingualism, 13(4), 399417. https://doi.org/10.1080/13670050903370143.CrossRefGoogle Scholar
Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.Google Scholar
Mesa, M. C. (2000). Motivación hacia el aprendizaje y estilos atributivos sobre las causas de éxito/fracaso escolar en un contexto multicultural. Universidad de Granada.Google Scholar
Miller, J. L. (2011). Accented America: The cultural politics of multilingual modernism. Oxford University Press.CrossRefGoogle Scholar
Moe, E., Härmälä, M., Kristmanson, P. L., Pascoal, J., & Ramoniené, M. (2015). Language skills for successful subject learning. CEFR-linked descriptors for mathematics and history/civics. ECML. Council of Europe.Google Scholar
Mohan, B., & Slater, T. (2005). A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education, 16(2), 151172. https://doi.org/10.1016/j.linged.2006.01.008.CrossRefGoogle Scholar
Morgan, G. (2000). Discourse cohesion in sign and speech. International Journal of Bilingualism, 4(3), 279300. https://doi.org/10.1177/13670069000040030101.CrossRefGoogle Scholar
Morin, E. (1972). Avant-propos – L’événement. Communications, 18, 35.Google Scholar
Moschkovich, J. N. (2015). Academic literacy in mathematics for English learners. The Journal of Mathematical Behavior, 40, 4362. https://doi.org/10.1016/j.jmathb.2015.01.005.CrossRefGoogle Scholar
Moss, G. (2009). The politics of literacy in the context of large‐scale education reform. Research Papers in Education, 24(2), 155174. https://doi.org/10.1080/02671520902867093.CrossRefGoogle Scholar
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 International report: IEA’s progress in international reading literacy study in primary schools in 40 countries. TIMSS and PIRLS International Study Center, Lynch School of Education, Boston College.Google Scholar
Mullis, I., Von Davier, M., Foy, P., Fishbein, B., Reynolds, K., & Wry, E. (2023). PIRLS 2021 international results in reading. TIMSS & PIRLS International Study Center. https://doi.org/10.6017/lse.tpisc.tr2103.kb5342.CrossRefGoogle Scholar
Musumeci, D. (1996). Teacher-learner negotiation in content-based instruction: Communication at cross-purposes? Applied Linguistics, 17(3), 286325. https://doi.org/10.1093/applin/17.3.286.CrossRefGoogle Scholar
Myers-Scotton, C. (1997). Duelling languages: Grammatical structure in codeswitching (Repr). Clarendon.Google Scholar
Myers-Scotton, C. (2002). Contact linguistics. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198299530.001.0001.CrossRefGoogle Scholar
Myhill, D. (2006). Talk, talk, talk: Teaching and learning in whole class discourse. Research Papers in Education, 21(1), 1941. https://doi.org/10.1080/02671520500445425.CrossRefGoogle Scholar
Myhill, D. (2008). Towards a linguistic model of sentence development in writing. Language and Education, 22(5), 271288. https://doi.org/10.1080/09500780802152655.CrossRefGoogle Scholar
Nashaat-Sobhy, N., & Llinares, A. (2023). CLIL students’ definitions of historical terms. International Journal of Bilingual Education and Bilingualism, 26(3), 331344. https://doi.org/10.1080/13670050.2020.1798868.CrossRefGoogle Scholar
Nassaji, H., & Wells, G. (2000). What’s the use of «triadic dialogue»?: An investigation of teacher-student interaction. Applied Linguistics, 21(3), 376406. https://doi.org/10.1093/applin/21.3.376.CrossRefGoogle Scholar
Nation, I. S. P. (2006). Learning vocabulary in another language (8. print). Cambridge University Press.Google Scholar
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.CrossRefGoogle ScholarPubMed
Nation, I. S. P. & Teachers of English to Speakers of Other Languages (Eds.). (1994). New ways in teaching vocabulary. Teachers of English to Speakers of Other Languages.Google Scholar
Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237249. https://doi.org/10.1080/13670050.2016.1254151.CrossRefGoogle Scholar
Nokes, J. D. (2013). Building students’ historical literacies: Learning to read and reason with historical texts and evidence (2nd ed.). Routledge.Google Scholar
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555578. https://doi.org/10.1093/applin/amp044.CrossRefGoogle Scholar
Obler, L. K., & Gjerlow, K. (1999). Language and the brain. Cambridge University Press.Google Scholar
O’Donnell, M. (2008). Demonstration of the UAM CorpusTool for text and image annotation. Proceedings of the 46th Annual Meeting of the Association for Computational Linguistics on Human Language Technologies Demo Session – HLT ’08, 13–16. https://doi.org/10.3115/1564144.1564148.CrossRefGoogle Scholar
O’Dowd, E. (2012). The development of linguistic complexity: A functional continuum. Language Teaching, 45(3), 329346. https://doi.org/10.1017/S0261444810000510.CrossRefGoogle Scholar
OECD. (2011). Lessons from PISA for the United States. OECD. https://doi.org/10.1787/9789264096660-en.Google Scholar
OECD. (2013). OECD skills outlook 2013: First results from the survey of adult skills. OECD Publishing. https://doi.org/10.1787/9789264204256-en.Google Scholar
OECD. (2021a). 21st-Century readers: Developing literacy skills in a digital world. OECD.Google Scholar
OECD. (2021b). OECD skills outlook 2021: Learning for life. OECD. https://doi.org/10.1787/0ae365b4-en.Google Scholar
Oevermann, U. (1973). Sprache und soziale Herkunft: Ein Beitrag zur Analyse schichtenspezifischer Sozialisationsprozesse und ihrer Bedeutung für den Schulerfolg (3. Aufl., 21.-27. Tsd). Suhrkamp.Google Scholar
O’Grady, W. (2018). 3. Syntax and acquisition: The emergentist story. In Wright, C., Piske, T., & Young-Scholten, M. (Eds.), Mind Matters in SLA (pp. 3551). Multilingual Matters. https://doi.org/10.21832/9781788921626-005.Google Scholar
O’Halloran, K. L. (2015). The language of learning mathematics: A multimodal perspective. The Journal of Mathematical Behavior, 40, 6374. https://doi.org/10.1016/j.jmathb.2014.09.002.CrossRefGoogle Scholar
Ohlrogge, A. (2009). Formulaic expressions in intermediate EFL writing assessment. In Corrigan, R., Moravcsik, E. A., Ouali, H., & Wheatley, K. (Eds.), Typological studies in language (Vol. 83, p. 375). John Benjamins Publishing Company. https://doi.org/10.1075/tsl.83.07ohl.Google Scholar
Olinghouse, N. G., & Wilson, J. (2013). The relationship between vocabulary and writing quality in three genres. Reading and Writing, 26(1), 4565. https://doi.org/10.1007/s11145-012-9392-5.CrossRefGoogle Scholar
Operstein, N. (2017). The syntactic structures of Lingua Franca in the Dictionnaire de la langue franque. Italian Journal of Linguistics, 29(2), 87130. https://doi.org/10.26346/1120-2726-111.Google Scholar
Ordine, N. (2023). George Steiner, el huésped incómodo: Entrevista póstuma y otras conversaciones (J. Bayod, Trad.). Acantilado.Google Scholar
Orellana, M. F., Ek, L. D., & Hernández, A. (1999). Bilingual education in an immigrant community: Proposition 227 in California. International Journal of Bilingual Education and Bilingualism, 2(2), 114130. https://doi.org/10.1080/13670059908667683.CrossRefGoogle Scholar
Ortega, L. (2020). The study of heritage language development from a bilingualism and social justice perspective. Language Learning, 70(S1), 1553. https://doi.org/10.1111/lang.12347.CrossRefGoogle Scholar
Orwell, G. (1949). Nineteen eighty-four. Harcourt, Brace & Co.Google Scholar
Oteíza, T. (2009). Solidaridad ideológica en el discurso de la historia: Tensión entre orientaciones monoglósicas y heteroglósicas. Revista Signos, 42(70). https://doi.org/10.4067/S0718-09342009000200004.Google Scholar
Otheguy, R., & Zentella, A. C. (2012). Spanish in New York: Language contact, dialectal leveling, and structural continuity. Oxford University Press.CrossRefGoogle Scholar
Padró, L., & Stanilovsky, E. (2012). FreeLing 3.0: Towards wider multilinguality. In Calzolari, N., Choukri, K., Declerck, T., Doğan, M. U., Maegaard, B., Mariani, J., Moreno, A., Odijk, J., & Piperidis, S. (Eds.), Proceedings of the Eighth International Conference on Language Resources and Evaluation (LREC’12) (pp. 24732479). European Language Resources Association (ELRA). www.lrec-conf.org/proceedings/lrec2012/pdf/430_Paper.pdf.Google Scholar
Pallotti, G. (2015). A simple view of linguistic complexity. Second Language Research, 31(1), 117134. https://doi.org/10.1177/0267658314536435.CrossRefGoogle Scholar
Parkinson, J., & Musgrave, J. (2014). Development of noun phrase complexity in the writing of English for Academic Purposes students. Journal of English for Academic Purposes, 14, 4859. https://doi.org/10.1016/j.jeap.2013.12.001.CrossRefGoogle Scholar
Parodi, G. (2006). El Grial: Computational interface for the annotation and interrogation of corpora in Spanish. RLA. Revista de lingüística teórica y aplicada, 44(2), 91115. https://doi.org/10.4067/S0718-48832006000200007.CrossRefGoogle Scholar
Pascual y Cabo, D., & De La Rosa-Prada, J. (2015). Understanding the Spanish heritage language speaker/learner. EuroAmerican Journal of Applied Linguistics and Languages, 2(2), 110. https://doi.org/10.21283/2376905X.3.67.CrossRefGoogle Scholar
Pavlenko, A. (2009). Conceptual representation in the bilingual lexicon and second language vocabulary learning. Pavlenko, In A. (Ed.), The bilingual mental lexicon: Interdisciplinary approaches (pp. 125160). Multilingual Matters.CrossRefGoogle Scholar
Pennycook, A. (2004). Performativity and language studies. Critical Inquiry in Language Studies, 1(1), 119. https://doi.org/10.1207/s15427595cils0101_1.CrossRefGoogle Scholar
Pérez-Paredes, P., & Díez-Bedmar, M. B. (2012). The use of intensifying adverbs in learner writing. In Tono, Y., Kawaguchi, Y., & Minegishi, M. (Eds.), Tokyo University of Foreign Studies (Vol. 4, pp. 105124). John Benjamins Publishing Company. https://doi.org/10.1075/tufs.4.11per.Google Scholar
Pérez, M. Á., Lorenzo, F., & Pavón, V. (2016). European bilingual models beyond “lingua franca”: Key findings from CLIL French programs. Language Policy, 15(4), 485504. https://doi.org/10.1007/s10993-015-9386-7.CrossRefGoogle Scholar
Peters, M. A. (2008). Academic writing, genres and philosophy. Educational Philosophy and Theory, 40(7), 819831. https://doi.org/10.1111/j.1469-5812.2008.00511.x.CrossRefGoogle Scholar
Pew Research Center. (s. f.). Hispanics/Latinos & Language – Research and data. Recuperado 19 de enero de 2024, de www.pewresearch.org/topic/race-ethnicity/racial-ethnic-groups/hispanics-latinos/hispanic-latino-demographics/hispanics-latinos-and-language/.Google Scholar
Pieper, I. (2010). Items for a description of linguistic competence in the language of schooling necessary for learning/teaching literature (end of compulsory education). In Language and school subjects: Linguistic dimensions of knowledge building in school curricula (Vol. 3). Council of Europe.Google Scholar
Piketty, T. (2014). Capital in the twenty-first century. The Belknap Press of Harvard University Press.CrossRefGoogle ScholarPubMed
Piller, I. (2016). Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199937240.001.0001.CrossRefGoogle Scholar
Pinker, S. (1995). The language instinct: The new science of language and mind. Penguin.Google Scholar
Pinker, S. (2007). The stuff of thought: Language as a window into human nature. Viking.Google Scholar
Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21(4), 375389. https://doi.org/10.1016/j.jslw.2012.09.004.CrossRefGoogle Scholar
Politzer, R. L. (1981). Social class and bilingual education: Issues and contradictions. California State University, Los Angeles. Evaluation, Dissemination and Assessment Center.Google Scholar
Poteau, C. E. (2019). Intercultural competence development via service-learning in Spanish for the professions. Revista Signos, 52(101), 10131032. https://doi.org/10.4067/S0718-09342019000301013.CrossRefGoogle Scholar
Potowski, K. (2018a). Spanish as a heritage/minority language. In Potowski, K. (Ed.), The Routledge handbook of Spanish as a heritage language (1.a ed., pp. 114). Routledge. https://doi.org/10.4324/9781315735139-1.CrossRefGoogle Scholar
Potowski, K. (Ed.). (2018b). The Routledge handbook of Spanish as a heritage language. Routledge. https://doi.org/10.4324/9781315735139.CrossRefGoogle Scholar
Poulisse, N., & Bongaerts, T. (1994). First language use in second language production. Applied Linguistics, 15(1), 3657. https://doi.org/10.1093/applin/15.1.36.CrossRefGoogle Scholar
Poyatos, F. (2002). Nonverbal communication across disciplines. J. Benjamins Pub. Co.Google Scholar
Prediger, S., Wilhelm, N., Büchter, A., Gürsoy, E., & Benholz, C. (2018). Language proficiency and mathematics achievement: Empirical study of language-induced obstacles in a high stakes test, the central exam ZP10. Journal Für Mathematik-Didaktik, 39(S1), 126. https://doi.org/10.1007/s13138-018-0126-3.CrossRefGoogle Scholar
Preston, D. R. (1989). Sociolinguistics and second language acquisition. B. Blackwell.Google Scholar
Qin, W., & Uccelli, P. (2016). Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 317. https://doi.org/10.1016/j.jslw.2016.06.001.CrossRefGoogle Scholar
Qualifications and Curriculum Authority. (1999). Technical accuracy in writing in GCSE English: Research findings. Qualifications and Curriculum Authority.Google Scholar
Quirk, R., Greenbaum, S., Leech, G. N., & Svartvik, J. (Eds.). (1985). A comprehensive grammar of the English language (11. impr). Longman.Google Scholar
Quispesaravia, A., Perez, W., Sobrevilla Cabezudo, M., & Alva-Manchego, F. (2016). Coh-Metrix-Esp: A complexity analysis tool for documents written in Spanish. In Calzolari, N., Choukri, K., Declerck, T., Goggi, S., Grobelnik, M., Maegaard, B., Mariani, J., Mazo, H., Moreno, A., Odijk, J., & Piperidis, S. (Eds.), Proceedings of the Tenth International Conference on Language Resources and Evaluation (LREC’16) (pp. 46944698). European Language Resources Association (ELRA). https://aclanthology.org/L16-1745.Google Scholar
Ravid, D. (2005). Emergence of linguistic complexity in later language development: Evidence from expository text construction. In Ravid, D. D. & Shyldkrot, H. B.-Z. (Eds.), Perspectives on language and language development (pp. 337355). Springer US. https://doi.org/10.1007/1-4020-7911-7_25.CrossRefGoogle Scholar
Ravid, D., & Berman, R. A. (2010). Developing noun phrase complexity at school age: A text-embedded cross-linguistic analysis. First Language, 30(1), 326. https://doi.org/10.1177/0142723709350531.CrossRefGoogle Scholar
Ribeiro De Mello, H. (2014). Methodological issues for spontaneous speech corpora compilation: The case of C-ORAL-BRASIL. In Raso, T. & Mello, H. (Eds.), Studies in corpus linguistics (Vol. 61, pp. 2768). John Benjamins Publishing Company. https://doi.org/10.1075/scl.61.01mel.Google Scholar
Ricoeur, P. (2016). Hermeneutics and the human sciences: Essays on language, action and interpretation (Thompson, J. B., Ed.; 1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781316534984.CrossRefGoogle Scholar
Rimmon-Kenan, S. (2002). Narrative fiction: Contemporary poetics. Routledge.Google Scholar
Robinson, P., & Gilabert, R. (2007). Task complexity, the cognition hypothesis and second language learning and performance. IRAL – International Review of Applied Linguistics in Language Teaching, 45(3). https://doi.org/10.1515/iral.2007.007.Google Scholar
Rodriguez, E., & Brandl, A. (2019). Knowledge of tense, aspect and mood in heritage language speakers: The case of hybrid Spanish for business courses. Proceedings of the Florida Linguistics Yearly Meeting, 6(1), 6475.Google Scholar
Rodriguez, R. (2004). Hunger of memory: The education of Richard Rodriguez; an autobiography (Bantam mass market reprint, 34. print). Bantam Books.Google Scholar
Rodriguez, Y. (2019). Spanish-Guarani diglossia in colonial Paraguay: A language undertaking. In Weber, B. (Ed.), The linguistic heritage of colonial practice (pp. 153168). De Gruyter. https://doi.org/10.1515/9783110623710-008.CrossRefGoogle Scholar
Rolstad, K. (2017). Second language instructional competence. International Journal of Bilingual Education and Bilingualism, 20(5), 497509. https://doi.org/10.1080/13670050.2015.1057101.CrossRefGoogle Scholar
Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19(4), 572594. https://doi.org/10.1177/0895904805278067.CrossRefGoogle Scholar
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Equinox Pub.Google Scholar
Roth, S. (2019). Linguistic capital and inequality in aid relations. Sociological Research Online, 24(1), 3854. https://doi.org/10.1177/1360780418803958.CrossRefGoogle Scholar
Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016). Lexical profiles of comprehensible second language speech. Studies in Second Language Acquisition, 38(4), 677701. https://doi.org/10.1017/S0272263115000297.CrossRefGoogle Scholar
Salgado-Robles, F., & Lamboy, E. M. (2019). The learning and teaching of Spanish as a heritage language through community service-learning in New York City. Revista Signos, 52(101), 10551075. https://doi.org/10.4067/S0718-09342019000301055.CrossRefGoogle Scholar
Salgado-Robles, F., & Lorenzo, F. (2025). Spanish for specific purposes for heritage learners. In Lafford, B., Sánchez-López, L., Ferreira, A., & Arnó Macià, B. (Eds.), The Routledge handbook on Spanish for specific purposes (pp. 317331). Routledge. https://doi.org/10.4324/9781003057604-26.Google Scholar
Salsbury, T., Crossley, S. A., & McNamara, D. S. (2011). Psycholinguistic word information in second language oral discourse. Second Language Research, 27(3), 343360. https://doi.org/10.1177/0267658310395851.CrossRefGoogle Scholar
Sánchez Fernández, S. (2010). El abandono escolar temprano en las ciudades de Ceuta y Melilla. Ministerio de Educación.Google Scholar
Sandbank, A. (2001). On the interplay of genre and writing conventions in early text writing. In Tolchinsky, L. (Ed.), Developmental aspects in learning to write (Vol. 8, pp. 5575). Springer Netherlands. https://doi.org/10.1007/978-94-010-0734-4_4.CrossRefGoogle Scholar
Sanders, T., & Pander Maat, H. (2006). Cohesion and coherence: Linguistic approaches. In Encyclopedia of language & linguistics (pp. 591595). Elsevier. https://doi.org/10.1016/B0-08-044854-2/00497-1.CrossRefGoogle Scholar
Santos, V. D. O., Verspoor, M. H., & Nerbonne, J. (2012). Identifying important factors in essay grading using machine learning. In Tsagiri, D., Papdima-Sophocleus, S., & Ioannu-Georgiou, S. (Eds.), International experiences in language testing and assessment: Selected papers in memory of Pavlos Pavlou (pp. 259309). Peter Lang. www.semanticscholar.org/paper/Identifying-Important-Factors-in-Essay-Grading-Santos-Verspoor/5a7a9a347b2d17092df252ae1ff378341d50fd74.Google Scholar
Saukkonen, P. (2003). How to define and describe genres and styles. Folia Linguistica, 37(3–4). https://doi.org/10.1515/flin.2003.37.3-4.399.CrossRefGoogle Scholar
Schegloff, E. A. (1987). Some sources of misunderstanding in talk-in-interaction. Linguistics, 25(1). https://doi.org/10.1515/ling.1987.25.1.201.CrossRefGoogle Scholar
Schegloff, E. A. (2000). Overlapping talk and the organization of turn-taking for conversation. Language in Society, 29(1), 163. https://doi.org/10.1017/S0047404500001019.CrossRefGoogle Scholar
Schiffrin, D., Tannen, D., & Hamilton, H. E. (Eds.). (2005). The handbook of discourse analysis (1.a ed.). Wiley. https://doi.org/10.1002/9780470753460.CrossRefGoogle Scholar
Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Lawrence Erlbaum Associates.CrossRefGoogle Scholar
Schleppegrell, M., & De Oliveira, L. C. (2006). An integrated language and content approach for history teachers. Journal of English for Academic Purposes, 5(4), 254268. https://doi.org/10.1016/j.jeap.2006.08.003.CrossRefGoogle Scholar
Schleppegrell, M. J. (2009). Language and literacy: Functional approaches. Language in Society, 38(2), 273274. https://doi.org/10.1017/S0047404509090411.CrossRefGoogle Scholar
Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913951. https://doi.org/10.1111/lang.12077.CrossRefGoogle Scholar
Schoonen, R., Snellings, P., Stevenson, M., & Gelderen, A. V. (2009). Chapter 3. Towards a blueprint of the foreign language writer: The linguistic and cognitive demands of foreign language writing. In Manchón, R. (Ed.), Writing in foreign language contexts (pp. 77101). Multilingual Matters. https://doi.org/10.21832/9781847691859-007.Google Scholar
Seedhouse, P. (2004). Series editor’s foreword. Language Learning, 54(S1). https://doi.org/10.1111/j.1467-9922.2004.00266.x.CrossRefGoogle Scholar
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 4059. https://doi.org/10.17763/haer.78.1.v62444321p602101.CrossRefGoogle Scholar
Shih, A., & Ma, M. (2012). Profiling EFL learners’ writing performance by syntactic complexity: A corpus-based study. In Tono, Y., Kawaguchi, Y., & Minegishi, M. (Eds.), Tokyo University of Foreign Studies (Vol. 4, pp. 125138). John Benjamins Publishing Company. https://doi.org/10.1075/tufs.4.12shi.Google Scholar
Shin, J., & Christianson, K. (2012). Structural priming and second language learning. Language Learning, 62(3), 931964. https://doi.org/10.1111/j.1467-9922.2011.00657.x.CrossRefGoogle Scholar
Simpson, J. (Ed.). (2013). The Routledge handbook of applied linguistics (1. publ. in paperback). Routledge.Google Scholar
Siyanova-Chanturia, A., & Pellicer-Sanchez, A. (Eds.). (2018). Understanding formulaic language: A second language acquisition perspective. Routledge.CrossRefGoogle Scholar
Skehan, P. (1998). A cognitive approach to language learning (1. publ., 6. impr). Oxford University Press.Google Scholar
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 114. https://doi.org/10.1017/S026144480200188X.CrossRefGoogle Scholar
Skutnabb-Kangas, T. (1981). Bilingualism or not: The education of minorities. Multilingual Matters.Google Scholar
Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247284. https://doi.org/10.3102/00346543075002247.CrossRefGoogle Scholar
Smith, M. S., Truscott, J., & Hawkins, R. (2012). Explaining change in transition grammars. In Herschensohn, J. & Young-Scholten, M. (Eds.), The Cambridge handbook of second language acquisition (1.a ed., pp. 560580). Cambridge University Press. https://doi.org/10.1017/CBO9781139051729.033.CrossRefGoogle Scholar
Snow, C. E. (1977). The development of conversation between mothers and babies. Journal of Child Language, 4(1), 122. https://doi.org/10.1017/S0305000900000453.CrossRefGoogle Scholar
Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. In Olson, D. R. & Torrance, N. (Eds.), The Cambridge handbook of literacy (pp. 112133). Cambridge University Press. https://doi.org/10.1017/CBO9780511609664.008.CrossRefGoogle Scholar
Spöttl, C., & McCarthy, M. (2004). Comparing knowledge of formulaic sequences across L1, L2, L3, and L4. In Schmitt, N. (Ed.), Language learning & language teaching (Vol. 9, pp. 191225). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.9.11spo.Google Scholar
Staples, S., & Reppen, R. (2016). Understanding first-year L2 writing: A lexico-grammatical analysis across L1s, genres, and language ratings. Journal of Second Language Writing, 32, 1735. https://doi.org/10.1016/j.jslw.2016.02.002.CrossRefGoogle Scholar
Steiner, G. (1972). Extraterritorial: Papers on literature and the language revolution. Faber and Faber.Google Scholar
Steiner, G. (2003). Lessons of the masters. Harvard University Press.Google Scholar
Stubbs, M. (1983). Discourse analysis: The sociolinguistic analysis of natural language (Reprinted). Basil Blackwell.Google Scholar
Sun, Y. (2020). Cohesion and coherence studies: Development, chaos and application. Social Sciences, 9(4), 113. https://doi.org/10.11648/j.ss.20200904.15.CrossRefGoogle Scholar
Swales, J. M. (2004). Research genres: Explorations and applications (1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139524827.CrossRefGoogle Scholar
Swan, M. (2010). Grammar. In The Routledge handbook of applied linguistics. Routledge. https://doi.org/10.4324/9780203835654.ch39.Google Scholar
Tanskanen, S.-K. (2006). Collaborating towards coherence: Lexical cohesion in English discourse (Vol. 146). John Benjamins Publishing Company. https://doi.org/10.1075/pbns.146.CrossRefGoogle Scholar
Taylor, C., & Marchi, A. (Eds.). (2018). Corpus approaches to discourse: A critical review. Routledge.Google Scholar
Tedick, D. J., & Lyster, R. (2020). Scaffolding language development in immersion and dual language classrooms. Routledge, Taylor & Francis Group.Google Scholar
The “Five Graces Group”, Beckner, C., Blythe, R., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N. C., Holland, J., Ke, J., Larsen‐Freeman, D., & Schoenemann, T. (2009). Language is a complex adaptive system: Position paper. Language Learning, 59(s1), 126. https://doi.org/10.1111/j.1467-9922.2009.00533.x.CrossRefGoogle Scholar
Tolchinsky, L. (2004). The nature and scope of later language development. In Berman, R. A. (Ed.), Trends in language acquisition research (Vol. 3, pp. 233248). John Benjamins Publishing Company. https://doi.org/10.1075/tilar.3.15tol.Google Scholar
Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition (1. Harvard University Press paperback ed). Harvard University Press.CrossRefGoogle Scholar
Torras, M. R., & Celaya, M. L. (2001). Age-related differences in the development of written production. An empirical study of EFL school learners’. International Journal of English Studies, 1(2), 103126.Google Scholar
Treffers-Daller, J., Parslow, P., & Williams, S. (2018). Back to basics: How measures of lexical diversity can help discriminate between CEFR Levels. Applied Linguistics, 39(3), 302327. https://doi.org/10.1093/applin/amv060.Google Scholar
Truscott, J. (1999). The case for “The Case Against Grammar Correction in L2 Writing Classes”: A response to Ferris. Journal of Second Language Writing, 8(2), 111122. https://doi.org/10.1016/S1060-3743(99)80124-6.CrossRefGoogle Scholar
Turque, B. (2011, septiembre 7). Can D.C. keep middle schoolers from ‘teetering on the ninth-grade cliff’? The Washington Post. www.washingtonpost.com/blogs/dc-schools-insider/post/can-dc-keep-middle-schoolers-from-teetering-on-the-ninth-grade-cliff/2011/09/07/gIQAvASbAK_blog.html.Google Scholar
Uccelli, P. (2023). Midadolescents’ language learning at school: Toward more just and scientifically rigorous practices in research and education. Language Learning, 73(S2), 182221. https://doi.org/10.1111/lang.12558.CrossRefGoogle Scholar
Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of High School students. Written Communication, 30(1), 3662. https://doi.org/10.1177/0741088312469013.CrossRefGoogle Scholar
Vainikka, A., & Young-Scholten, M. (1994). Direct access to X’-Theory: Evidence from Korean and Turkish adults learning German. In Hoekstra, T. & Schwartz, B. D. (Eds.), Language acquisition and language disorders (Vol. 8, p. 265). John Benjamins Publishing Company. https://doi.org/10.1075/lald.8.13vai.Google Scholar
Vajjala, S. (2018). Automated assessment of non-native learner essays: Investigating the role of linguistic features. International Journal of Artificial Intelligence in Education, 28(1), 79105. https://doi.org/10.1007/s40593-017-0142-3.CrossRefGoogle Scholar
Valdés, G. (2001). Heritage language students: Profiles and possibilities. In Peyton, J. K., Ranard, D. A., & McGinnis, S. (Eds.), Heritage languages in America: Preserving a national resource (pp. 3777). Center for Applied Linguistics & Delta System.Google Scholar
Van Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1. https://doi.org/10.6018/ijes/2010/2/119171.CrossRefGoogle Scholar
Van Dijk, T. A. (1977). Text and context: Explorations in the semantics and pragmatics of discourse (1st paperback ed.). Longman.Google Scholar
Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press.Google Scholar
Van Drie, J., Braaksma, M., & Van Boxtel, C. (2015). Writing in history: Effects of writing instruction on historical reasoning and text quality. Journal of Writing Research, 7(1), 123156. https://doi.org/10.17239/jowr-2015.07.01.06.CrossRefGoogle Scholar
Van Hest, E., De Wilde, J., & Van Hoof, S. (2023). Language policy at an abortion clinic: Linguistic capital and agency in treatment decision-making. Language Policy, 22(2), 133153. https://doi.org/10.1007/s10993-023-09648-5.CrossRefGoogle Scholar
Van Patten, B. (2003). From input to output: A teacher’s guide to second language acquisition. McGraw-Hill.Google Scholar
Vanderbeke, M., & Wilden, E. (2017). Sachfachliche Diskursfähigkeit durch fremdsprachliche affordances in bilingualen Schülerlaborprojekten. Zeitschrift für Fremdsprachenforschung: ZFF, 28(1), 327.Google Scholar
Vanhove, J., Bonvin, A., Lambelet, A., & Berthele, R. (2019). Predicting human lexical richness ratings of short French, German, and Portuguese texts using text-based indices. Journal of Writing Research, 10(3), 499525. https://doi.org/10.17239/jowr-2019.10.03.04.CrossRefGoogle Scholar
Venegas, R. (2006). La similitud léxico-semántica en artículos de investigación científica en español: Una aproximación desde el Análisis Semántico Latente. Revista Signos, 39(60), 75106. https://doi.org/10.4067/S0718-09342006000100004.Google Scholar
Verhoeven, L., Aparici, M., Cahana-Amitay, D., Van Hell, J. G., Kriz, S., & Viguié-Simon, A. (2002). Clause packaging in writing and speech: A cross-linguistic developmental analysis. Written Language & Literacy, 5(2), 135161. https://doi.org/10.1075/wll.5.2.02ver.CrossRefGoogle Scholar
Verspoor, M., Lowie, W., Chan, H. P., & Vahtrick, L. (2017). Linguistic complexity in second language development: Variability and variation at advanced stages. Recherches en didactique des langues et des cultures, 14(1). https://doi.org/10.4000/rdlc.1450.CrossRefGoogle Scholar
Verspoor, M., Schmid, M. S., & Xu, X. (2012). A dynamic usage based perspective on L2 writing. Journal of Second Language Writing, 21(3), 239263. https://doi.org/10.1016/j.jslw.2012.03.007.CrossRefGoogle Scholar
Verspoor, M., & Schmitt, N. (2012). Language and the lexicon in SLA. In Robinson, P. (Ed.), The Routledge encyclopedia of second language acquisition (pp. 353360). Taylor & Francis Group.Google Scholar
Vidakovic, I., & Barker, F. (2010). Use of words and multi-word units in skills for life writing examinations. University of Cambridge ESOL Examinations Research Notes, 41, 714.Google Scholar
Villarreal, H. (1981). Reading and Spanish for native speakers. In Valdés, G., Lozano, A. G., & García-Moya, R. (Eds.), Teaching Spanish to the Hispanic bilingual: Issues, aims, and methods (pp. 157165). Teachers College, Columbia University.Google Scholar
Vollmer, H. J. (2007). Language and communication in the learning and teaching of science in secondary schools. Language Policy Division, Council of Europe.Google Scholar
Vollmer, H. J. (2010). Items for a description of linguistic competence in the language of schooling necessary for learning/teaching sciences (at the end of compulsory education). In Language and school subjects: Linguistic dimensions of knowledge building in school curricula (Vol. 2). Council of Europe.Google Scholar
Voss, J. F., & Carretero, M. (Eds.). (1998). Learning and reasoning in history. Woburn.Google Scholar
Wakabayashi, S. (2011). Generative grammar. In Simpson, J. (Ed.), The Routledge handbook of applied linguistics. Routledge.Google Scholar
Webb, S. (Ed.). (2020). The Routledge handbook of vocabulary studies. New York.Google Scholar
Weber, J. (2009). Bilingual education in the 21st century: A global perspective. Journal of Sociolinguistics, 13(4), 569573. https://doi.org/10.1111/j.1467-9841.2009.00423_7.x.CrossRefGoogle Scholar
Weigle, S. C. (2002). Assessing writing (1.a ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511732997.CrossRefGoogle Scholar
Welch, K. E. (1990). The contemporary reception of classical rhetoric: Appropriations of ancient discourse. L. Erlbaum.Google Scholar
White, H. V. (1973). Metahistory: The historical imagination in nineteenth-century Europe. Johns Hopkins University Press.Google Scholar
White, H. V. (1987). The content of the form: Narrative discourse and historical representation. Johns Hopkins University Press.Google Scholar
White, H. V. (2010). The fiction of narrative: Essays on history, literature, and theory, 1957–2007. Johns Hopkins University Press.CrossRefGoogle Scholar
Whittaker, R., & McCabe, A. (2023). Expressing evaluation across disciplines in primary and secondary CLIL writing: A longitudinal study. International Journal of Bilingual Education and Bilingualism, 26(3), 345362. https://doi.org/10.1080/13670050.2020.1798869.CrossRefGoogle Scholar
Whittaker, R., O’Donnell, M., & McCabe, A. (Eds.). (2008). Language and literacy: Functional approaches. Continuum.Google Scholar
Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.Google Scholar
Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22(3), 319346. https://doi.org/10.1207/s15516709cog2203_3.CrossRefGoogle Scholar
Wolf, M. (2008). Proust and the squid: The story and science of the reading brain. Harper Perennial.Google Scholar
Wolfe-Quintero, K., Inagaki, S., & Kim, H.-Y. (1998). Second language development in writing: Measures of fluency, accuracy, & complexity. Second Language Teaching & Curriculum Center, University of Hawaii at Manoa.Google Scholar
Wong, W. (2005). Input enhancement: From theory and research to the classroom. McGraw-Hill.Google Scholar
Wray, A. (Ed.). (2002). The transition to language. Oxford University Press. https://doi.org/10.1093/oso/9780199250653.001.0001.CrossRefGoogle Scholar
Wray, A. (2018). Concluding question: Why don’t second language learners more proactively target formulaic sequences? In Siyanova-Chanturia, A. & Pellicer-Sánchez, A. (Eds.), Understanding formulaic language (pp. 248269). Routledge.CrossRefGoogle Scholar
Yamamoto, M. (Ed.). (2021). Contemporary studies in bilingualism and multilingualism. SAGE reference.Google Scholar
Yamashita, H., & Chang, F. (2001). “Long before short” preference in the production of a head-final language. Cognition, 81(2), B45–B55. https://doi.org/10.1016/S0010-0277(01)00121-4.CrossRefGoogle Scholar
Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23(1), 3148. https://doi.org/10.1016/j.linged.2011.09.004.CrossRefGoogle Scholar
Yano, Y., Long, M. H., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44(2), 189219. https://doi.org/10.1111/j.1467-1770.1994.tb01100.x.CrossRefGoogle Scholar
Yilmaz, K. (2007). Historical empathy and its implications for classroom practices in schools. The History Teacher, 40(3), 331337.Google Scholar
Yoon, H.-J. (2017). Linguistic complexity in L2 writing revisited: Issues of topic, proficiency, and construct multidimensionality. System, 66, 130141. https://doi.org/10.1016/j.system.2017.03.007.CrossRefGoogle Scholar
Yu, G. (2010). Lexical diversity in writing and speaking task performances. Applied Linguistics, 31(2), 236259. https://doi.org/10.1093/applin/amp024.CrossRefGoogle Scholar
Zheng, Y. (2016). The complex, dynamic development of L2 lexical use: A longitudinal study on Chinese learners of English. System, 56, 4053. https://doi.org/10.1016/j.system.2015.11.007.CrossRefGoogle Scholar
Zimmerman, E. S. (2019). Racioliteracies: Race and subjectivity in the teaching of Spanish to bilingual Latinx students. University of Pennsylvania.Google Scholar
Zoltán, L. (2013). Cohesion and writing quality: Exploring the construct of cohesion in euro examinations. University of Pécs. http://pea.lib.pte.hu/handle/pea/15440.Google Scholar
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5–12 (1st ed.). Jossey-Bass; International Reading Association.Google Scholar

Accessibility standard: Unknown

Why this information is here

This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.

Accessibility Information

Accessibility compliance for the PDF of this book is currently unknown and may be updated in the future.

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×