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  • https://doi.org/10.26817/issn.1692-5777
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  3. No 5 (2011): GiST Education and Research Journal No 5 November 2011

Published: 2011-11-25

Editorial

  • Editorial
    Devin Strieff
    7 -10
    • PDF (Español (España))

Research Articles

  • Translation Priming Effect in Spanish-English Bilinguals
    Albeiro Ramírez Sarmiento
    12 -24
    • PDF (Español (España))
  • Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language
    Ángelica María Martínez Martínez
    25 - 49
    • PDF (Español (España))
  • Towards a Proposal for a Professional Development Programme in Pedagogy for Autonomy
    Carlo Granados Beltrán
    50 - 65
    • PDF (Español (España))
  • Creencias y práctica del maestro bilingüe: ¿Se alinean?
    Claudia Peralta Nash, Celia den Hartog King
    66 - 83
    • PDF (Español (España))
  • Explicit Vocabulary Instruction in an English Content-Area Coursewith University Student Teachers:When Comprehensible Input Needs to be Comprehended
    Héctor Manuel Serna Dimas
    84 - 103
    • PDF (Español (España))
  • Listening to Graduates of a K-12 Bilingual Program: Language Ideologies and Literacy Practices of Former Bilingual Students
    Joel Dworin
    104 - 126
    • PDF (Español (España))
  • Writing to Persuade: A Systemic Functional View
    Joshua Schulze
    127 - 157
    • PDF (Español (España))
  • Spanish-English Writing Structure Interferences in Second Language Learners
    Julio Lorenzo López Urdaneta
    158 - 179
    • PDF (Español (España))
  • A Spectrum of Situatedness for World Language Educators: A Self-assessment Tool
    David Schwarzer, Melanie Bloom
    180 - 201
    • PDF (Español (España))

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