ACTION OR REACTION, LEARNING OR DISPLAY: INTERACTIONAL DEVELOPMENT AND USAGE-BASED DATA

This paper investigates how instances of language use can serve as analytic anchors for insight into interactional development over time. I present a usage-based, longitudinal study of multi-turn sequences underlying tel...

 Promoting children's agency in early childhood education

TYPES AND FUNCTIONS OF REPETITIONS IN THE NARRATIONS OF TURKISH SPEAKERS OF FRENCH

ENGLISH EDUCATION AT UNIVERSITY LEVEL: WHO IS AT THE CENTRE OF THE LEARNING PROCESS?

IMAGES MATTER: A SEMIOLOGICAL CONTENT ANALYSIS OF GENDER POSITIONING IN CONTEMPORARY ENGLISH-LEARNING SOFTWARE APPLICATIONS

A semiological content analysis of gender positioning in two English-learning software programs (Tell Me More and English at Home) demonstrates the usefulness of this approach for investigating semiotic resources which s...