Literacy og sproglig diversitet. Группа авторов

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Bonnie & Kelleen Toohey (2011). Identity, language learning, and social change. Language Teaching 44 84), 412-446.

      Peirce, Bonny Norton (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly 29(1), 9-31.

      Perfetti, Charles A. & Susan Dunlap (2008). Learning to read: general principles and writing system variations. I: Keiko Koda & Annette M. Zehler, Learning to Read Across Language (s. 13-38). New York & London: Routledge.

      Ranker, Jason (2009). Redesigning and transforming: A case study of the role of semiotic import in early composing processes. Journal of Early Childhood Literacy 9 (3), 319-347.

      Reyes, Iliana (2006). Exploring connections between emergent literacy and bilingualism. Journal of Early Childhood Literacy 6 (3), 267-292.

      Robertson, Leena H. (2002). Parallel literacy classes and hidden strengths: learning to read in English, Urdu and Classical Arabic. READING literacy and language. November 2002, 119-126.

      Robertson, Leena H. (2006). Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes. Language and Education 20 (1), 44-61.

      Skehan, Peter. (1994). Second language acquisition strategies, interlanguage development and task-based learning. I: Bygate, Martin, Alan Tonkyn & Eddie Williams (eds.). Grammar and the Language Teacher (s. 175-199). Oxford: Prentice Hall.

      Swain, Merrill (1995). Three functions of output in second language learning. I: Guy Cook & Barbara Seidlhofer. Principle & Practice in Applied Linguistics. Studies in honour of H.G. Widdowson (s. 125-144). Oxford: Oxford University Press.

      Van den Branden, Kris (2000). Does negotiation of meaning promote reading comprehension? A study of multilingual primary school classes. Reading Research Quarterly 45 (4), 426-443.

      Vertovec, Steven (2007). Super-diversity and its implications. Ethnic and Racial Studies 30 (6), 1024-1054.

      Vertovec, Steven (2010). Transnationalism. London and New York: Routledge.

      Weedon, Christine (1987). Feminist Practice and Poststructuralist Theory. London: Blackwell.

      Willett, Jerri (1995). Becoming First Graders in an L2: An Ethnographic Study of L2 Socialization. TESOL Quarterly 29(3), 473-503.

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