Academic literature: articles published in specialised journals and others

Academic literature: articles published in specialised journals and others
2.1	Berg, L. (2011). 'Mate Speak English, You're in Australia Now': English Language Requirements in Skilled Migration, Alternative Law Journal 36 (2): 110 -115.
2.2	Bian, C. (2017). The potential of transnational language policy to promote social inclusion of immigrants: An analysis and evaluation of the European Union's INCLUDE project, International Review of Education 63 (4): 475-494.
2.3	Cui, J., Huang, T.K., Cortese, C. & Pepper, M. (2015). Reflections on a bilingual peer assisted learning program, The International Journal of Educational Management 29 (3): 284-297.
2.4	Duarte, J. (2011). Migrants‘ educational success through innovation: The case of the Hamburg bilingual schools, International Review of Education 57 (5): 631-649.
2.5	Ennser-Kananen, J. & Pettitt, N. (2017). "I want to speak like the other people": Second language learning as a virtuous spiral for migrant women?, International Review of Education, 63 (4): 583-604.
2.6	Extramiana, C. & Van Avermaet, P. (2010). Apprendre la langue du pays d’accueil [Learning the language of the host country], Hommes et migrations 1288: 8-20.
2.7	Francois, D. (1976). Réflexions sur la formation des moniteurs d'alphabétisation de travailleurs immigrés [Reflections on the training of literacy instructors of immigrant workers], Langue française 29 : 108-115.
2.8	Frasca, P. (2016). “Rational, Emotional, Affective Learning” and the Use of Innovative Methods in Foreign Language Teaching, Nouvelle Revue Synergies Canada 9.
2.9	Huang, T.K., Cui, J., Cortese, C. & Pepper, M. (2015). Internet-Based Peer Assisted Learning: Current Models, Future Applications, and Potential, Handbook of Mobile Teaching and Learning, pp 1-13.
2.10	Huijser, H., Kimmins, L. & Evans, P. (2008). Peer Assisted Learning in Fleximode: Developing an Online Learning Community, Australasian Journal of Peer Learning 1: 51-60.
2.11	Kotula, K. (2014). Les pratiques innovatrices en classe de langues. L’édition et la production des fi lms dans l’enseignement de FLE [Innovative practices in a language class and video-making in teaching French as a Foreign Language], Studia Romanica Posnaniensia 41 (3): 47-61.
2.12	Kristen, C., Mühlau, P. & Schacht, D. (2016). Language acquisition of recently arrived immigrants in England, Germany, Ireland, and the Netherlands, Ethnicities 16 (2): 180-212.
2.13	Lambert, O.D. (2008). Who are our students? Measuring learner characteristics in adult immigrants studying English. Adult Basic Education & Literacy Journal 2 (3): 162–173.
2.14	Mace. D. (2010). Teaching about multicultural food to multicultural students in a multicultural school, Geography 95: 80-87.
2.15	Majhanovich, S. & Deyrich, M.C (2017). Language learning to support active social inclusion: Issues and challenges for lifelong learning, International Review of Education 63 :435–452.
2.16	Marsh, K. (2012). “The beat will make you be courage”: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia, Research Studies in Music Education 34 (2): 93-111.
2.17	Ralalatiana, M.C & Vatz-Laaroussi, M. (2015). Quand projet d’immigration rime avec inscription dans les cours de francisation. La trajectoire langagière de neuf immigrantes scolarisées dans la région montréalaise [Quebec Immigration. Immigration Project and Language Trajectory of Nine Immigrant Women in Montreal], Diversité urbaine 15 (1): 87–107.
2.18	Skaptadóttir, U.D. & Innes, P. (2017). Immigrant Experiences of Learning Icelandic and Connecting with the Speaking Community, Nordic Journal of Migration Research 7 (1): 20-27.
2.19	Wang, W. (1999). Age and Second Language Acquisition in Adulthood: The Learning Experiences and Perceptions of Women Immigrants, TESL Canada Journal 16 (2) : 1-19.
2.20	Wrigley, H.S. (2004). We are the world: Serving language minority adults in family literacy programs, in Wasik, B.H Handbook on Family Literacy: Research and Services, pp. 449–465.
2.21	Zepke, N., & Leach, L. (2006). Improving learner outcomes in lifelong education: Formal pedagogies in non‐formal learning contexts? International Journal of Lifelong Education 25 (5): 507–518.
2.22	Lavasani, M. G. & Faryadres, F. (2011). Language learning strategies and suggested model in adults processes of learning second language. Procedia Social and Behavioral Sciences, pp. 191-197
2.23	Kurowski, M. (2013). „The refugee pupil in the Czech education system: a case study.“ Social education Journal. Zlín: Tomas Bata University, Faculty of Humanities (1) 48-63.
2.24	Janík, Z. (2004). "Intercultural training and Ethnopedadogy in practise: project Argonauts of Europe.“ Comenius, professional journal for primary school teachers. Brno: Masaryk University (1) 34-38.
2.25	R. Thomas (2013). Tips for teaching English to migrants and refugees in the UK, Voices Magazine, British Council
2.26	C. Boyd (2018). Use pop songs to learn connected speech and sound more fluent in English, Voices Magazine, British Council
2.27	Kukulska-Hulme, Agnes; Gaved, Mark; Paletta, Lucas; Scanlon, Eileen; Jones, Ann and Brasher, Andrew (2015). Mobile Incidental Learning to Support the Inclusion of Recent Immigrants. Ubiquitous Learning: an international journal, 7(2) pp. 9–21.
2.28	Traxler, J (2013). Mobile Learning for Languages: Can the Past Speak to the Future?. Monterey, CA, USA: The International Research Foundation for English Language Education (TIRF). [online].

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