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• W4321079968 abstract "Language LearningEarly View OPEN PEER COMMENTARY Academic Language as Linguistic Capital – A Window to Social Justice: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education” This article relates to: Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education Paola Uccelli, Language Learning First Published online: January 17, 2023 Francisco Lorenzo, Corresponding Author Francisco Lorenzo [email protected] orcid.org/0000-0002-7710-0363 Universidad Pablo de Olavide Correspondence concerning this article should be addressed to Francisco Lorenzo, Facultad de Humanidades, Universidad Pablo de Olavide, ctra. Utrera km. 1 41013, Edifi, Sevilla, Provincia 41013, Spain. Email: [email protected]Search for more papers by this author Francisco Lorenzo, Corresponding Author Francisco Lorenzo [email protected] orcid.org/0000-0002-7710-0363 Universidad Pablo de Olavide Correspondence concerning this article should be addressed to Francisco Lorenzo, Facultad de Humanidades, Universidad Pablo de Olavide, ctra. Utrera km. 1 41013, Edifi, Sevilla, Provincia 41013, Spain. Email: [email protected]Search for more papers by this author First published: 16 February 2023 https://doi.org/10.1111/lang.12560 The handling editor for this article was Lourdes Ortega. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References Block, D. (2014). Social class in applied linguistics. Routledge. Cummins, J. (2019). Should schools undermine or sustain multilingualism? An analysis of theory, research, and pedagogical practice. Sustainable Multilingualism, 15(1), 1– 26. https://doi.org/10.2478/sm-2019-0011 European Education and Culture Executive Agency, Eurydice. (2011). Teaching reading in Europe: Contexts, policies and practices. https://doi.org/10.2797/60196 Granados, A., Lorenzo-Espejo, A., & Lorenzo, F. (2021). Evidence for the interdependence hypothesis: A longitudinal study of biliteracy development in a CLIL/bilingual setting. International Journal of Bilingual Education and Bilingualism, 25(8), 3005– 3021. https://doi.org/10.1080/13670050.2021.2001428 Halliday, M. (1990). New ways of meaning: The challenge to applied linguistics. Journal of Applied Linguistics, 6, 7– 36. Lorenzo, F., Granados, A., & Rico, N. (2021). Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42(3), 393– 413. https://doi.org/10.1093/applin/amaa037 Ortega, L. (2020). The study of heritage language development from a bilingualism and social justice perspective. Language Learning, 70(S1), 15– 53. https://doi.org/10.1111/lang.12347 Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation" @default.
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• W4321079968 title "Academic Language as Linguistic Capital – A Window to Social Justice: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”" @default.
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