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Table of Contents

  1. Acteurs et dynamiques de médiation dans une plateforme de formation à l’intercompréhension
  2. Maria Helena Araújo e Sá, Maddalena de Carlo, Sílvia Melo-Pfeifer
  3. pp. 133-157
  4. restricted access
  1. Attention to Form in Collaborative Writing Tasks: Comparing Pair and Small Group Interaction
  2. Ana Fernández Dobao
  3. pp. 158-187
  4. restricted access
  1. Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction
  2. Jesús Izquierdo
  3. pp. 188-219
  4. restricted access
  1. Accessing English and Networks at an English-Medium Multicultural Church in East Canada: An Ethnography
  2. Huamei Han
  3. pp. 220-245
  4. restricted access
  1. Les pronoms objets directs de la 3e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion
  2. James Poirier, Roy Lyster
  3. pp. 246-267
  4. restricted access
  1. Aligning Frameworks of Reference in Language Testing: The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages by Erwin Tschirner (ed.) (review)
  2. Enrica Piccardo
  3. pp. 268-271
  4. restricted access
  1. Formation initiale et profils d’enseignants de langues : enjeux et questionnements by Mariella Causa (dir.) (review)
  2. Ghizlane Laghzaoui
  3. pp. 271-274
  4. restricted access
  1. Discourse and language learning across L2 instructional settings by Eva Alcón Soler & Maria-Pilar Safont-Jordà (eds.) (review)
  2. Jérémie Séror
  3. pp. 274-276
  4. restricted access
  1. Calendar of Forthcoming Events / Calendrier professionnel
  3. pp. 277-278
  4. restricted access