【限时资源，期刊全文】Linguistics and Education《语言学和教育》2019年论文集-共50篇（侵删）
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本期推送的是SSCI期刊——Linguistics and Education《语言学和教育》2019年论文集、即第49-54卷第共50篇论文，其中目录可在正文中查看，全文可以点击文末附件列表下载，下载链接即日起三天内有效
Linguistics and Education《语言学和教育》2019年论文集-共50篇（侵删）
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| 卷号 | 论文号 | 论文题目 |
| Vol. 49 | Article 01 | ‘We throw away our books’: Students’ reading practices and identities |
| Vol. 49 | Article 02 | Lexical characteristics of written language input across primary grades: An analysis of a Dutch corpus based lexicon |
| Vol. 49 | Article 03 | Negotiating the terms of engagement: Humor as a resource for managing interactional trouble in after-school tutoring encounters |
| Vol. 49 | Article 04 | Navigating morality in neoliberal spaces of English language education |
| Vol. 49 | Article 05 | “I still think there's a need for proper, academic, Standard English”: Examining a teacher's negotiation of multiple language ideologies |
| Vol. 49 | Article 06 | Are females and males equitably represented? A study of early readers |
| Vol. 49 | Article 07 | Semiotic potential of gestures in multimodal ensembles: Narrative meanings produced by school narrators with intellectual disability |
| Vol. 49 | Article 08 | Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting |
| Vol. 49 | Article 09 | Learning language and mathematics: A perspective from Linguistics and Education |
| Vol. 49 | Article 10 | A primer on language, culture and communicationHuman Communication Across Cultures: A Cross-cultural Introduction to Pragmatics and Sociolinguistics, V. Remillard, K. Williams, Equinox Publishing Ltd., Sheffield and Bristol (2016), 180 pp., ISBN: 9781-78179-3558 |
| Vol. 49 | Article 11 | Using Burmese and other languages to teach Karenni refugees EnglishLanguage and Literacy in Refugee Families, C.S. Duran, Palgrave Publishers, New York (2017), pp. 226, ISBN: 978-1-137-58754-1 |
| Vol. 49 | Article 12 | Exploring the mixed methods research paradigm in language teaching and learningMixed Methods Research in Language Teaching and Learning, A.M. Riazi, Equinox, Sheffield, UK (2017), pp. 297, ISBN: 978-1-78179-138-7 |
| Vol. 49 | Article 13 | Alexandra Jaffe – In memoriam |
| Vol. 50 | Article 14 | But mom! I’m not a Spanish Boy: Raciolinguistic socialization in a Two-Way Immersion bilingual program |
| Vol. 50 | Article 15 | ‘You can…’: An examination of language-minoritized learners’ development of metalanguage and agency as users of academic language within a multivocal instructional approach |
| Vol. 50 | Article 16 | Signaling a language of possibility space: Management of a dialogic discourse modality through speculation and reasoning word usage |
| Vol. 50 | Article 17 | Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom |
| Vol. 50 | Article 18 | Evaluative conduct in teacher–student supervision: When students assess their own performance |
| Vol. 50 | Article 19 | Delay in L2 interaction in video-mediated environments in the context of virtual tandem language learning |
| Vol. 50 | Article 20 | Precision: Toward a meaning-centered view of language use with English learners in the content areas |
| Vol. 50 | Article 21 | Bocadillos and the karate club: Translingual identity narratives from study abroad participants |
| Vol. 51 | Article 22 | Empowering the point: Pains and gains of a writer's traversals between print-based writing and multimodal composing |
| Vol. 51 | Article 23 | Wuli and stance in a Korean heritage language classroom: A language socialization perspective |
| Vol. 51 | Article 24 | Scaffolding analytical argumentative writing in a design class: A corpus analysis of student writing |
| Vol. 51 | Article 25 | Disjuncture, modality, and institutional repertoire: (De)colonizing discourses at a tribal school |
| Vol. 51 | Article 26 | Children's sign-making and construction of signifying chains in relation to texts: Book interactions as discursive processes |
| Vol. 51 | Article 27 | Understanding willingness to communicate as embedded in classroom multimodal affordances: Evidence from interdisciplinary perspectives |
| Vol. 51 | Article 28 | Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context |
| Vol. 51 | Article 29 | A functional perspective on the challenges of teaching English tenses to speakers of other languages: The case of adult speakers of Serbian |
| Vol. 51 | Article 30 | De-alienating the academy: Multilingual teaching as decolonial pedagogy |
| Vol. 52 | Article 31 | Constructing language ideologies in a multilingual, second-grade classroom: A case study of two emergent bilingual students’ language-use during eBook composing |
| Vol. 52 | Article 32 | “Say ‘What happened?’ in Hebrew. He does not speak Arabic!” Early language awareness as expressed in verbal and nonverbal interactions in the preschool bilingual classroom |
| Vol. 52 | Article 33 | The burden of smartness: Teacher's pet and classmates’ teasing in a Danish classroom |
| Vol. 52 | Article 34 | The expression of agency by graduate teaching assistants and professors in relation to their professional obligations |
| Vol. 52 | Article 35 | EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables |
| Vol. 52 | Article 36 | From Chungking Mansions to tertiary institution: Acculturation and language practices of an immigrant mother and her daughter |
| Vol. 52 | Article 37 | Vocabulary explanations in beginning-level adult ESOL classroom interactions: A conversation analysis perspective |
| Vol. 52 | Article 38 | When students tackle grammatical problems: Exploring linguistic reasoning with linguistic metaconcepts in L1 grammar education |
| Vol. 53 | Article 39 | Negotiating voices through embodied semiosis: The co-construction of a science text |
| Vol. 53 | Article 40 | A multilevel description of textbook linguistic complexity across disciplines: Leveraging NLP to support disciplinary literacy |
| Vol. 53 | Article 41 | “We are looking forward to another great year!”: How principals’ language-in-use reflect school quality ratings in Chicago Public Schools |
| Vol. 53 | Article 42 | Text, talk, and stance: Nigerian and Ukrainian student presentations in English-medium classes at a Ukrainian university |
| Vol. 53 | Article 43 | ‘Being in the Bin’: Affective understandings of prescriptivism and spelling in video narratives co-produced with children in a post-industrial area of the UK |
| Vol. 53 | Article 44 | Sacred language acquisition in superdiverse contexts |
| Vol. 54 | Article 45 | Possibilities of building peace through classroom discourse: A positive discourse analysis |
| Vol. 54 | Article 46 | Scaffolding or side-tracking? The role of knowledge about language in content instruction |
| Vol. 54 | Article 47 | Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca |
| Vol. 54 | Article 48 | “You ARE Immigrant…but Not Like Us”: A discourse analysis of immigrant students’ positioning of undocumented immigrants in a CLD classroom |
| Vol. 54 | Article 49 | Preparing for task: Linguistic formats for procedural instructions in early years schooling |
| Vol. 54 | Article 50 | “We can do it together!” – But can they? How Norwegian ninth graders co-constructed content and language knowledge through peer interaction in CLIL |
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