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Vol. 22 No. 2 (2019)
Vol. 22 No. 2 (2019)
Published:
2019-08-30
Articles
La langue du doublage québécois : un français parlé « sous bonne surveillance »
Kristin Reinke, Luc Ostiguy
1-26
PDF (Français (Canada))
The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion
Stephen Davis, Susan Ballinger, Mela Sarkar
27-63
PDF
L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?
Callie Mady
64-87
PDF (Français (Canada))
Task-Based Language Teaching With a Semantic-Centred Pedagogic Grammar
James W. Gray, Ryan W. Smithers
88-108
PDF
Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions
Hooman Saeli, An Cheng
109-132
PDF
Les homophones grammaticaux, portrait actuel des occurrences et des taux de réussite chez des élèves de 9 à 12 ans
Marie-Hélène Giguère, Rebeca Aldama
133-155
PDF (Français (Canada))
Editorial
Editorial
Joseph Dicks, Paula Kristmanson
PDF
Book Reviews
Review of: Shapiro, S., Farrelly, R., & Curry, M. J. (Eds.). (2018). Educating refugee-background students: Critical issues and dynamic contexts. Bristol, United Kingdom: Multilingual Matters. 264pp. ISBN: 978-1-78309-996-2
Emmanuelle Le Pichon
i-iii
PDF
Review of: Carrio-Pastor, M. L. (Ed.). (2016). Technology implementation in second language teaching and translation studies: New tools, new approaches. Singapore: Springer. pp. vi+258
Negin Maddah, Leila Moeinpour
iv-v
PDF
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