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14. How can DaFnE and EuroComGerm contribute to the concept of receptive multilingualism? Theoretical and practical considerations
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Cited by

  • 2012The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept39 cited
  • 2018L3, the tertiary language29 cited
  • 2015A Comparison of L2 and L3 Learners’ Strategy Use in School Settings27 cited
  • 2018Institutional Education and Multilingualism: PlurCur® as a Prototype of a Multilingual Whole School Policy17 cited
  • 2019Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse11 cited
  • 2016The effect of out-of-school media contact on language attitudes in multilingual adolescents: a complex psychosociolinguistic system11 cited
  • 2022Language awareness, strategy training and the facilitative role of L2 English: Polish L3 teachers' perceptions of multilingualism9 cited
  • 2024Employing Dominant Language Constellation in Teacher Professional Development: The Impact on EAL Teachers’ Beliefs, Practices, and Multilingual Identity5 cited
  • 2023Multilingual Approach to Diversity in Education (MADE): An Overview5 cited
  • 2024Spanish Teachers’ Beliefs about Plurilingualism: A Case Study in a Monolingual Context4 cited
  • 2023The Multilingual Turn in Language Education3 cited

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