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Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
16 references·1 citing·51 second hop
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References

  • 2007G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences65,813 cited
  • 2012Using Effect Size—or Why the P Value Is Not Enough5,550 cited
  • 2014How Big Is “Big”? Interpreting Effect Sizes in L2 Research1,951 cited
  • 2013Defining Multilingualism445 cited
  • 2008A DST Model of Multilingualism and the Role of Metalinguistic Awareness370 cited
  • 2016Premises of multi-competence206 cited
  • 20061. Bilingual Selves159 cited
  • 2013Does multilingualism influence plurilingual awareness of Polish teachers of English?121 cited
  • 2013Plurilingualism in TESOL : Promising Controversies108 cited
  • 2021Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice105 cited
  • 2021Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms70 cited
  • 2011Trends and innovative practices in multilingual education in Europe: An overview62 cited
  • 2020The Extraordinary Ordinary: Re‐engineering Multilingualism as a Natural Category59 cited
  • 2016Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs58 cited

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2017
Legitimating Multilingual Teacher Identities in the Mainstream Classroom
55 cited
  • 2019Dominant Language Constellation as a Method of Research50 cited
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    • 2024Language aptitude and its links with metalinguistic knowledge, self-efficacy, anxiety, and language maintenance in multilingual language teachers25 cited