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【每日刊讯】Language and Education《语言与教育》2023年第37卷第5期-共9篇论文（侵删）
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Language and Education《语言与教育》2023年第37卷第5期-共9篇论文（侵删） 
| 序号 | 类型 | 作者 | 题目 |
| 01 | Introduction | Marta Ndakalako Alumbungu & Nhlanhla Mpofu | Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools |
| 02 | Article | Marta Casla et al. | How teachers emphasize their speech: gestures and self-repetitions during group interaction with toddlers |
| 03 | Article | Lisa M. Domke et al. | Linguistic complexity of elementary mathematics word problems and their translations |
| 04 | Article | Anas Hajar et al. | African international students’ challenges, investment and identity development at a highly selective EMI university in Kazakhstan |
| 05 | Article | Lianjiang Jiang et al. | Exploring student motivation and engagement in EMI: a latent profile analysis |
| 06 | Article | Björn Kindenberg | Navigating narrative and analysis: students’ mediation of historical content through storytelling |
| 07 | Article | Ulla Lundqvist & Işıl Erduyan | Syncretic literacy practices among Arab heritage students in Denmark |
| 08 | Article | Siqing Mu, Lili Han & Zhisheng (Edward) Wen | Language portraits going digital and multimodal: deciphering the translanguaging space and linguistic repertoires among multilinguals |
| 09 | Review | Moriah Omer-Attali et al. | Laughter and classroom boundaries |
| 10 | Celina Salvador-Garcia et al. | The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education | |
| 11 | Kevin W. H. Tai & Li Wei | Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms | |
| 12 | Yuyao Tong & Yifan Ding | Productive classroom dialogue and its association with student achievement in knowledge-building environments | |
| 13 | Ying Wang & Dong Jiang | Investment, linguistic capital and identity in Chinese university students’ EMI experience | |
| 14 | To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context Sihan Zhou & Nathan Thomas | ||
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