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Teachers’, Parents’ and Children’s Perspectives of Teaching and Learning Greek in a Complementary School in Luxembourg
16 references·0 citing·49 second hop
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References

  • 2006Using thematic analysis in psychology193,725 cited
  • 2009Bilingual education in the 21st century: a global perspective3,563 cited
  • 1994Foundations of Bilingual Education and Bilingualism3,055 cited
  • 2013Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning1,882 cited
  • 2012The Routledge Handbook of Multilingualism824 cited
  • 2010Multilingualism : A Critical Perspective590 cited
  • 2005Language Learners’ Motivational Profiles and Their Motivated Learning Behavior402 cited
  • 2011Multilinguality, Multimodality, and Multicompetence: Code‐ and Modeswitching by Minority Ethnic Children in Complementary Schools249 cited
  • 2006Multicultural, Heritage and Learner Identities in Complementary Schools191 cited
  • 2009Polite Chinese children revisited: creativity and the use of codeswitching in the Chinese complementary school classroom164 cited
  • 2008Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools129 cited
  • 2013Language, migration and social inequalities : a critical sociolinguistic perspective on institutions and work108 cited
  • 2001Family Collectivism and Minority Languages as Core Values of Culture among Ethnic Groups in Australia100 cited
  • 2010Sites of Multilingualism. Complementary Schools in Britain Today.

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83 cited
  • 2012Family language policies among Albanian immigrants in Greece78 cited
  • 2002‘This is Our School’: Provision, purpose and pedagogy of supplementary schooling in Leeds and Oslo78 cited
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