Ghent University Academic Bibliography

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How stakeholders see the implementation of language education policy : a Q-study

Marieke Vanbuel (UGent)

(2022) CURRENT ISSUES IN LANGUAGE PLANNING. 23(1). p.57-76
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The dual status of filled pauses : evidence from genre, proficiency and co-occurrence

Loulou Kosmala and Ludivine Crible (UGent)

(2022) LANGUAGE AND SPEECH. 65(1). p.216-239
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Can filled pauses be represented as linguistic items? Investigating the effect of exposure on the perception and production of um

Minna Kirjavainen, Ludivine Crible (UGent) and Kate Beeching

(2022) LANGUAGE AND SPEECH. 65(2). p.263-289
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Exploring the use of corpus tools for teaching language variation to L2 Spanish majors

Nausica Marcos Miguel (UGent)

(2022) LANGUAGE. 98(2). p.e80-e107
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Development, validation, and reliability of the Teacher-Reported Pediatric Voice Handicap Index

Damlasu Yagcioglu, Fatma Esen Aydinli, Gizem Aslan (UGent) , Meltem C. Kirazli, Aysen Kose, Nuri Dogan, Sevtap Akbulut, Taner Yilmaz and Esra Ozcebe

(2022) LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS. 53(1). p.69-87
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Speech diagnosis and intervention in children with a repaired cleft palate : a qualitative study of Flemish private community speech-language pathologists’ practices

Cassandra Alighieri (UGent) , Kim Bettens (UGent) , Sofie Verhaeghe (UGent) and Kristiane Van Lierde (UGent)

(2022) INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY. 24(1). p.53-66
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Gauging the impact of literacy and educational background on receptive vocabulary test scores

Bart Deygers (UGent) and Marieke Vanbuel (UGent)

(2022) LANGUAGE TESTING. 39(2). p.191-211
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Moses or Noah? A case of ‘potato-potahto’ when using a foreign language

Sara Dhaene (UGent) , Nicolas Dirix (UGent) , Hélène Van Marcke (UGent) and Evy Woumans (UGent)

(2022) BILINGUALISM-LANGUAGE AND COGNITION. 25(3). p.444-458
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The sociopragmatic parameters steering the reported selection of Anglicisms or their Dutch alternatives

Yasmin Crombez, Anne-Sophie Ghyselen (UGent) , Esme Winter-Froemel and Eline Zenner

(2022) LINGUISTICS. 60(4). p.973-1010
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An empirical investigation of Spolsky’s framework applied to family language policy

Ily Hollebeke, Victoria Van Oss (UGent) , Esli Struys, Piet Van Avermaet (UGent) and Orhan Agirdag

(2022) INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM. 25(9). p.3228-3241

Academic Bibliography

How stakeholders see the implementation of language education policy : a Q-study

The dual status of filled pauses : evidence from genre, proficiency and co-occurrence

Can filled pauses be represented as linguistic items? Investigating the effect of exposure on the perception and production of um

Exploring the use of corpus tools for teaching language variation to L2 Spanish majors

Development, validation, and reliability of the Teacher-Reported Pediatric Voice Handicap Index

Speech diagnosis and intervention in children with a repaired cleft palate : a qualitative study of Flemish private community speech-language pathologists’ practices

Gauging the impact of literacy and educational background on receptive vocabulary test scores

Moses or Noah? A case of ‘potato-potahto’ when using a foreign language

The sociopragmatic parameters steering the reported selection of Anglicisms or their Dutch alternatives

An empirical investigation of Spolsky’s framework applied to family language policy

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