Ghent University Academic Bibliography

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An empirical validation study of Spolsky's language policy model

Victoria Van Oss (UGent) , Piet Van Avermaet (UGent) , Esli Struys and Wendelien Vantieghem (UGent)

(2022) CURRENT ISSUES IN LANGUAGE PLANNING. 23(1). p.77-95
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Meanings attached to intergenerational language shift processes in the context of migrant families

Floor Verhaeghe (UGent) , Piet Van Avermaet (UGent) and Ilse Derluyn (UGent)

(2022) JOURNAL OF ETHNIC AND MIGRATION STUDIES. 48(1). p.308-326
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- Journal Article
- A1
- open access
The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals

Sven Sierens (UGent) , Koen Van Gorp, Stef Slembrouck (UGent) and Piet Van Avermaet (UGent)

(2022) STUDIES IN SECOND LANGUAGE ACQUISITION.
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What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy

Victoria Van Oss (UGent) , Esli Struys, Piet Van Avermaet (UGent) and Wendelien Vantieghem (UGent)

(2022) JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT. p.1-17
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- Journal Article
- A1
Teaching to the track : grouping in reception education for Newly Arrived Migrant students

Laura Emery (UGent) , Bram Spruyt and Piet Van Avermaet (UGent)

(2022) INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. p.1-17
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The strength of cross-language interdependence for listening comprehension proficiency in Turkish-Dutch emergent bilinguals : testing three hypotheses

Sven Sierens (UGent) , Koen Van Gorp, Stef Slembrouck (UGent) and Piet Van Avermaet (UGent)

(2021) LANGUAGE LEARNING. 71(2). p.453-486
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Classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making

Marie Seghers, Simon Boone and Piet Van Avermaet (UGent)

(2021) EDUCATIONAL REVIEW. 73(4). p.417-435
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Teacher expectations of multilingual students’ achievement : can teachers accurately predict science performance on a linguistically accommodated test?

Fauve De Backer (UGent) , Wendelien Vantieghem (UGent) , Koen Van Gorp, Stef Slembrouck (UGent) and Piet Van Avermaet (UGent)

(2021) JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES. 2(2). p.207-232
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- Book Chapter
Meertaligheid bij studenten bevorderen en benutten : een stand van zaken in het Nederlandstalige hoger onderwijs

Mit Leuridan (UGent) and Piet Van Avermaet (UGent)

(2021) Diversiteit in het hoger onderwijs : van theoretisch kader naar praktijkgerichte verandering. p.163-183
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- Conference Paper
- C3
- open access
Teacher educators' dealing with diversity : conceptualisation, measurement and professional development

Benjamin Ponet (UGent) , Hanne Tack (UGent) , Wendelien Vantieghem (UGent) , Piet Van Avermaet (UGent) and Ruben Vanderlinde (UGent)

(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts.

Academic Bibliography

An empirical validation study of Spolsky's language policy model

Meanings attached to intergenerational language shift processes in the context of migrant families

The relationship between cognitive-linguistic task difficulty and L1-L2 interaction for academic listening comprehension in Turkish-Dutch emergent bilinguals

What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy

Teaching to the track : grouping in reception education for Newly Arrived Migrant students

The strength of cross-language interdependence for listening comprehension proficiency in Turkish-Dutch emergent bilinguals : testing three hypotheses

Classed patterns in the course and outcome of parent-teacher interactions regarding educational decision-making

Teacher expectations of multilingual students’ achievement : can teachers accurately predict science performance on a linguistically accommodated test?

Meertaligheid bij studenten bevorderen en benutten : een stand van zaken in het Nederlandstalige hoger onderwijs

Teacher educators' dealing with diversity : conceptualisation, measurement and professional development

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