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Results: 9
Number of items: 9
  • Open Access
    Bosch, J. E., Olioumtsevits, K., Santarelli, S. A. A., Faloppa, F., Foppolo, F., & Papadopoulou, D. (2025). How do teachers view multilingualism in education? Evidence from Greece, Italy and the Netherlands. Language and education, 39(2), 337-356. https://doi.org/10.1080/09500782.2024.2380073
  • Open Access
    Bosch, J. E., & Foppolo, F. (2024). Prediction during spoken language processing in monolingual and multilingual children: Investigating the role of literacy. Linguistic Approaches to Bilingualism, 14(4), 512-543. https://doi.org/10.1075/lab.22099.bos
  • Open Access
    Bosch, J., & Doedel, J. (2024). Teachers’ beliefs about multilingual students and their language choice: exploring the effect of language hierarchies. Dutch Journal of Applied Linguistics, 13. https://doi.org/10.51751/dujal17933
  • Open Access
    Bosch, J. E. (2024). [Review of: E. Saiegh-Haddad, L. Laks, C. McBride (2022) Handbook of literacy in diglossia and in dialectal contexts : Psycholinguistic, neurolinguistic, and educational perspectives]. First Language, 44(2), 214-216. https://doi.org/10.1177/01427237231218768
  • Open Access
    van Dijk, C., Bosch, J., & Unsworth, S. (2024). Language processing in bilingual children: Why it matters, what we know and what is still missing. Linguistic Approaches to Bilingualism, 14(4), 435-445. https://doi.org/10.1075/lab.24018.van
  • Bosch, J. E., Tsimpli, I. M., & Guasti, M. T. (2023). How English-Medium Instruction affects language and learning outcomes of children in the Maldives. Journal of English-Medium Instruction, 2(1), 1-26. https://doi.org/10.1075/jemi.22001.bos
  • Open Access
    Bosch, J. E., & Foppolo, F. (2023). Predictive Processing of Number in Bilingual Children. In P. Gappmayr, & J. Kellogg (Eds.), Proceedings of the 47th annual Boston University Conference on Language Development (Vol. 1, pp. 55-68). (BUCLD ; Vol. 47). Cascadilla Press. https://www.lingref.com/bucld/47/BUCLD47-05.pdf
  • Dorison, C. A., Lerner, J. S., Heller, B. H., Rothman, A. J., Kawachi, I. I., Wang, K., & Psychological Science Accelerator (PSA) COVID-19 Rapid Project (2022). In COVID-19 Health Messaging, Loss Framing Increases Anxiety with Little-to-No Concomitant Benefits: Experimental Evidence from 84 Countries. Affective Science, 3(3), 577-602. https://doi.org/10.1007/s42761-022-00128-3
  • Open Access
    Psychological Science Accelerator Self-Determination Theory Collaboration (2022). A global experiment on motivating social distancing during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 119(22), Article e2111091119. https://doi.org/10.1073/pnas.2111091119
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