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Strauß, Anglistik: International Journal of English Studies 36 (2025) 5–14.","ama":"Strauß S. Introduction: Irish Communities in a Glocal Context – Literary and Cultural Narratives. <i>Anglistik: International Journal of English Studies</i>. 2025;36(1):5-14. doi:<a href=\"https://doi.org/10.33675/ANGL/2025/1/4\">https://doi.org/10.33675/ANGL/2025/1/4</a>","chicago":"Strauß, Sara. “Introduction: Irish Communities in a Glocal Context – Literary and Cultural Narratives.” <i>Anglistik: International Journal of English Studies</i> 36, no. 1 (2025): 5–14. <a href=\"https://doi.org/10.33675/ANGL/2025/1/4\">https://doi.org/10.33675/ANGL/2025/1/4</a>.","ieee":"S. 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Parental Perspectives on the Onset of English Language Education at Primary School in Germany.” <i>Early Language Education in Instructed Contexts</i>, edited by Stefanie Frisch and Karen Glaser, John Benjamins Publishing Company, 2025, pp. 286–305, doi:<a href=\"https://doi.org/10.1075/lllt.62.13rum\">10.1075/lllt.62.13rum</a>.","ama":"Rumlich D, Porsch R. Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany. In: Frisch S, Glaser K, eds. <i>Early Language Education in Instructed Contexts</i>. John Benjamins Publishing Company; 2025:286-305. doi:<a href=\"https://doi.org/10.1075/lllt.62.13rum\">10.1075/lllt.62.13rum</a>","bibtex":"@inbook{Rumlich_Porsch_2025, place={Amsterdam}, title={Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany}, DOI={<a href=\"https://doi.org/10.1075/lllt.62.13rum\">10.1075/lllt.62.13rum</a>}, booktitle={Early language education in instructed contexts}, publisher={John Benjamins Publishing Company}, author={Rumlich, Dominik and Porsch, Raphaela}, editor={Frisch, Stefanie and Glaser, Karen}, year={2025}, pages={286–305} }","apa":"Rumlich, D., &#38; Porsch, R. (2025). Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany. In S. Frisch &#38; K. Glaser (Eds.), <i>Early language education in instructed contexts</i> (pp. 286–305). John Benjamins Publishing Company. <a href=\"https://doi.org/10.1075/lllt.62.13rum\">https://doi.org/10.1075/lllt.62.13rum</a>","ieee":"D. Rumlich and R. Porsch, “Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany,” in <i>Early language education in instructed contexts</i>, S. Frisch and K. Glaser, Eds. Amsterdam: John Benjamins Publishing Company, 2025, pp. 286–305.","short":"D. Rumlich, R. Porsch, in: S. Frisch, K. Glaser (Eds.), Early Language Education in Instructed Contexts, John Benjamins Publishing Company, Amsterdam, 2025, pp. 286–305.","chicago":"Rumlich, Dominik, and Raphaela Porsch. “Starting Early or Late? Parental Perspectives on the Onset of English Language Education at Primary School in Germany.” In <i>Early Language Education in Instructed Contexts</i>, edited by Stefanie Frisch and Karen Glaser, 286–305. Amsterdam: John Benjamins Publishing Company, 2025. <a href=\"https://doi.org/10.1075/lllt.62.13rum\">https://doi.org/10.1075/lllt.62.13rum</a>."},"oa":"1","place":"Amsterdam","date_updated":"2025-12-09T17:26:21Z","publication_status":"published","title":"Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany","year":"2025","publication_identifier":{"isbn":["9789027223449"]},"author":[{"orcid":"0000-0001-8682-450X","first_name":"Dominik","last_name":"Rumlich","full_name":"Rumlich, Dominik","id":"76026"},{"last_name":"Porsch","first_name":"Raphaela","full_name":"Porsch, Raphaela"}],"doi":"10.1075/lllt.62.13rum","main_file_link":[{"url":"https://www.jbe-platform.com/content/books/9789027244741","open_access":"1"}],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n\t\t\t\t\t\t\t<jats:p>This study investigates parents’ perspectives on\r\n\t\t\t\t\t\t\t\tthe preferred onset of English education in Germany and potential\r\n\t\t\t\t\t\t\t\texplanatory factors drawing on a cross-sectional survey of 2,645\r\n\t\t\t\t\t\t\t\tparents from the EUBE project\r\n\t\t\t\t\t\t\t\t\t\t(<jats:italic>\r\n                            <jats:underline>E</jats:underline>nglisch<jats:underline>u</jats:underline>nterrichts<jats:underline>b</jats:underline>eginn\r\n\t\t\t\t\t\t\t\t\taus <jats:underline>E</jats:underline>lternsicht</jats:italic> / Parental\r\n\t\t\t\t\t\t\t\tperspectives on the onset of English Language Education). Results\r\n\t\t\t\t\t\t\t\treveal that a significant majority of parents advocate for an early\r\n\t\t\t\t\t\t\t\tstart in year 1 or 2 of primary school, generally aligning with\r\n\t\t\t\t\t\t\t\ttheir strong conviction of the importance of English, high\r\n\t\t\t\t\t\t\t\teducational aspirations and expectations, and their own (early)\r\n\t\t\t\t\t\t\t\tstart of language education. The findings contribute to a deeper\r\n\t\t\t\t\t\t\t\tunderstanding of parental perspectives that have also shown to be\r\n\t\t\t\t\t\t\t\trelated to multiple indicators of educational success in general and\r\n\t\t\t\t\t\t\t\tachievements in language learning in particular.</jats:p>"}],"publication":"Early language education in instructed contexts","type":"book_chapter","department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"date_created":"2025-11-14T14:04:09Z"},{"date_created":"2025-11-14T13:57:03Z","department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"type":"journal_article","issue":"1","publication":"TESOL Journal","abstract":[{"lang":"eng","text":"<jats:title>ABSTRACT</jats:title><jats:p>The use of digital tools for second and foreign language lexical learning is increasingly popular and research in this area is constantly expanding. However, little has been written about specific criteria that could be used to identify tools with high‐quality lexical input, as available checklists and frameworks for digital media tend to neglect detailed analyses of the vocabulary domain. This article addresses this issue by presenting the Checklist for Evaluating Digital Resources for Lexical Learning (DigiLex), which combines important digital language learning criteria with an extensive evaluation of lexical content. The checklist is both theory‐based and user‐friendly, aiming to fill a gap between theory and practice in the field of digital lexical learning. The article discusses the theoretical basis of the checklist and integrates the results of a small pilot study with pre‐service and in‐service teachers, emphasizing feasibility in everyday learning and teaching. By providing an easy‐to‐use tool for identifying suitable digital resources, the DigiLex checklist aims to support language learners and teachers in self‐regulated lexical learning.</jats:p>"}],"language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1"}],"article_number":"e70016","doi":"10.1002/tesj.70016","author":[{"full_name":"Lehmkuhl, Paulina","last_name":"Lehmkuhl","first_name":"Paulina"},{"first_name":"Benedikt","last_name":"Wagner","full_name":"Wagner, Benedikt"},{"first_name":"Stefanie","last_name":"Frisch","full_name":"Frisch, Stefanie"},{"orcid":"0000-0001-8682-450X","first_name":"Dominik","last_name":"Rumlich","full_name":"Rumlich, Dominik","id":"76026"},{"last_name":"Visser","first_name":"Judith","full_name":"Visser, Judith"}],"publication_identifier":{"issn":["1056-7941","1949-3533"]},"year":"2025","title":"DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning","intvolume":"        16","date_updated":"2025-12-09T17:26:59Z","publication_status":"published","oa":"1","citation":{"ieee":"P. Lehmkuhl, B. Wagner, S. Frisch, D. Rumlich, and J. Visser, “DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning,” <i>TESOL Journal</i>, vol. 16, no. 1, Art. no. e70016, 2025, doi: <a href=\"https://doi.org/10.1002/tesj.70016\">10.1002/tesj.70016</a>.","apa":"Lehmkuhl, P., Wagner, B., Frisch, S., Rumlich, D., &#38; Visser, J. (2025). DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning. <i>TESOL Journal</i>, <i>16</i>(1), Article e70016. <a href=\"https://doi.org/10.1002/tesj.70016\">https://doi.org/10.1002/tesj.70016</a>","chicago":"Lehmkuhl, Paulina, Benedikt Wagner, Stefanie Frisch, Dominik Rumlich, and Judith Visser. “DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning.” <i>TESOL Journal</i> 16, no. 1 (2025). <a href=\"https://doi.org/10.1002/tesj.70016\">https://doi.org/10.1002/tesj.70016</a>.","short":"P. Lehmkuhl, B. Wagner, S. Frisch, D. Rumlich, J. Visser, TESOL Journal 16 (2025).","mla":"Lehmkuhl, Paulina, et al. “DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning.” <i>TESOL Journal</i>, vol. 16, no. 1, e70016, Wiley, 2025, doi:<a href=\"https://doi.org/10.1002/tesj.70016\">10.1002/tesj.70016</a>.","bibtex":"@article{Lehmkuhl_Wagner_Frisch_Rumlich_Visser_2025, title={DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning}, volume={16}, DOI={<a href=\"https://doi.org/10.1002/tesj.70016\">10.1002/tesj.70016</a>}, number={1e70016}, journal={TESOL Journal}, publisher={Wiley}, author={Lehmkuhl, Paulina and Wagner, Benedikt and Frisch, Stefanie and Rumlich, Dominik and Visser, Judith}, year={2025} }","ama":"Lehmkuhl P, Wagner B, Frisch S, Rumlich D, Visser J. DigiLex — A Checklist for the Evaluation of Digital Tools for Second and Foreign Language Lexical Learning. <i>TESOL Journal</i>. 2025;16(1). doi:<a href=\"https://doi.org/10.1002/tesj.70016\">10.1002/tesj.70016</a>"},"quality_controlled":"1","publisher":"Wiley","_id":"62201","volume":16,"user_id":"76026","status":"public"},{"date_created":"2025-11-14T13:50:41Z","place":"Bonn","department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"oa":"1","type":"report","citation":{"apa":"Becker-Mrotzek, M., Efing, C., Gerick, J., Greefrath, G., Hammann, M., Hannover, B., Heckhausen, J., Jost, J., Keller, S., Leiß, D., Leutner, D., Lewalter, D., Lindmeier, A., Matschke, C., Neumann, K., Parchmann, I., Rossa, H., Rumlich, D., Senkbeil, M., … Adomat, D. (2025). <i>Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz</i>. Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK). <a href=\"https://doi.org/10.25656/01:32815\">https://doi.org/10.25656/01:32815</a>","ieee":"M. Becker-Mrotzek <i>et al.</i>, <i>Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz</i>. Bonn: Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK), 2025.","short":"M. Becker-Mrotzek, C. Efing, J. Gerick, G. Greefrath, M. Hammann, B. Hannover, J. Heckhausen, J. Jost, S. Keller, D. Leiß, D. Leutner, D. Lewalter, A. Lindmeier, C. Matschke, K. Neumann, I. Parchmann, H. Rossa, D. Rumlich, M. Senkbeil, S. Schumann, J. Vahrenhold, N. Glutsch, K. Guill, J. Schulte, J. Suckut, P. Tiedtke, D. Adomat, Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz, Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK), Bonn, 2025.","chicago":"Becker-Mrotzek, Michael, Christian Efing, Julia Gerick, Gilbert Greefrath, Marcus Hammann, Bettina Hannover, Jutta Heckhausen, et al. <i>Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz</i>. Bonn: Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK), 2025. <a href=\"https://doi.org/10.25656/01:32815\">https://doi.org/10.25656/01:32815</a>.","mla":"Becker-Mrotzek, Michael, et al. <i>Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz</i>. Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK), 2025, doi:<a href=\"https://doi.org/10.25656/01:32815\">10.25656/01:32815</a>.","ama":"Becker-Mrotzek M, Efing C, Gerick J, et al. <i>Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz</i>. Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK); 2025. doi:<a href=\"https://doi.org/10.25656/01:32815\">10.25656/01:32815</a>","bibtex":"@book{Becker-Mrotzek_Efing_Gerick_Greefrath_Hammann_Hannover_Heckhausen_Jost_Keller_Leiß_et al._2025, place={Bonn}, title={Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz}, DOI={<a href=\"https://doi.org/10.25656/01:32815\">10.25656/01:32815</a>}, publisher={Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK)}, author={Becker-Mrotzek, Michael and Efing, Christian and Gerick, Julia and Greefrath, Gilbert and Hammann, Marcus and Hannover, Bettina and Heckhausen, Jutta and Jost, Jörg and Keller, Stefan and Leiß, Dominik and et al.}, year={2025} }"},"_id":"62200","language":[{"iso":"ger"}],"publisher":"Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK)","main_file_link":[{"open_access":"1","url":"https://www.swk-bildung.org/content/uploads/2025/03/SWK_2025_Gutachten-Sekundarstufe-I.pdf"}],"user_id":"76026","doi":"10.25656/01:32815","author":[{"full_name":"Becker-Mrotzek, Michael","first_name":"Michael","last_name":"Becker-Mrotzek"},{"last_name":"Efing","first_name":"Christian","full_name":"Efing, Christian"},{"full_name":"Gerick, Julia","first_name":"Julia","last_name":"Gerick"},{"full_name":"Greefrath, Gilbert","last_name":"Greefrath","first_name":"Gilbert"},{"full_name":"Hammann, Marcus","first_name":"Marcus","last_name":"Hammann"},{"full_name":"Hannover, Bettina","last_name":"Hannover","first_name":"Bettina"},{"last_name":"Heckhausen","first_name":"Jutta","full_name":"Heckhausen, Jutta"},{"last_name":"Jost","first_name":"Jörg","full_name":"Jost, Jörg"},{"last_name":"Keller","first_name":"Stefan","full_name":"Keller, Stefan"},{"first_name":"Dominik","last_name":"Leiß","full_name":"Leiß, Dominik"},{"full_name":"Leutner, Detlev","last_name":"Leutner","first_name":"Detlev"},{"full_name":"Lewalter, Doris","last_name":"Lewalter","first_name":"Doris"},{"first_name":"Anke","last_name":"Lindmeier","full_name":"Lindmeier, Anke"},{"last_name":"Matschke","first_name":"Christina","full_name":"Matschke, Christina"},{"full_name":"Neumann, Knut","last_name":"Neumann","first_name":"Knut"},{"full_name":"Parchmann, Ilka","last_name":"Parchmann","first_name":"Ilka"},{"full_name":"Rossa, Henning","last_name":"Rossa","first_name":"Henning"},{"first_name":"Dominik","last_name":"Rumlich","orcid":"0000-0001-8682-450X","full_name":"Rumlich, Dominik","id":"76026"},{"first_name":"Martin","last_name":"Senkbeil","full_name":"Senkbeil, Martin"},{"first_name":"Stephan","last_name":"Schumann","full_name":"Schumann, Stephan"},{"last_name":"Vahrenhold","first_name":"Jan","full_name":"Vahrenhold, Jan"},{"last_name":"Glutsch","first_name":"Nina","full_name":"Glutsch, Nina"},{"full_name":"Guill, Karin","first_name":"Karin","last_name":"Guill"},{"last_name":"Schulte","first_name":"Judith","full_name":"Schulte, Judith"},{"last_name":"Suckut","first_name":"Julia","full_name":"Suckut, Julia"},{"full_name":"Tiedtke, Per","first_name":"Per","last_name":"Tiedtke"},{"first_name":"DomJenniferinik","last_name":"Adomat","full_name":"Adomat, DomJenniferinik"}],"status":"public","title":"Kompetenzen für den erfolgreichen Übergang von der Sekundarstufe I in die berufliche Ausbildung sichern. Gutachten der Ständigen Wissenschaftlichen Kommission der Kultusministerkonferenz","year":"2025","date_updated":"2025-12-09T17:35:04Z"},{"language":[{"iso":"eng"}],"doi":"10.1080/23735082.2025.2501043","title":"Maximizing linguistic and cognitive potential: the role of vocal training with pop songs in teaching English as a foreign language","year":"2025","author":[{"first_name":"Antonio","last_name":"Vivone","full_name":"Vivone, Antonio"},{"orcid":"0000-0001-8682-450X","last_name":"Rumlich","first_name":"Dominik","full_name":"Rumlich, Dominik","id":"76026"},{"full_name":"Lehmann-Wermser, Andreas","first_name":"Andreas","last_name":"Lehmann-Wermser"}],"publication_identifier":{"issn":["2373-5082","2373-5090"]},"publication_status":"published","date_updated":"2025-12-09T17:27:24Z","intvolume":"        11","date_created":"2025-11-14T13:41:22Z","type":"journal_article","department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"publication":"Learning: Research and Practice","issue":"1","page":"74-91","_id":"62195","publisher":"Informa UK Limited","user_id":"76026","volume":11,"status":"public","citation":{"mla":"Vivone, Antonio, et al. “Maximizing Linguistic and Cognitive Potential: The Role of Vocal Training with Pop Songs in Teaching English as a Foreign Language.” <i>Learning: Research and Practice</i>, vol. 11, no. 1, Informa UK Limited, 2025, pp. 74–91, doi:<a href=\"https://doi.org/10.1080/23735082.2025.2501043\">10.1080/23735082.2025.2501043</a>.","bibtex":"@article{Vivone_Rumlich_Lehmann-Wermser_2025, title={Maximizing linguistic and cognitive potential: the role of vocal training with pop songs in teaching English as a foreign language}, volume={11}, DOI={<a href=\"https://doi.org/10.1080/23735082.2025.2501043\">10.1080/23735082.2025.2501043</a>}, number={1}, journal={Learning: Research and Practice}, publisher={Informa UK Limited}, author={Vivone, Antonio and Rumlich, Dominik and Lehmann-Wermser, Andreas}, year={2025}, pages={74–91} }","ama":"Vivone A, Rumlich D, Lehmann-Wermser A. Maximizing linguistic and cognitive potential: the role of vocal training with pop songs in teaching English as a foreign language. <i>Learning: Research and Practice</i>. 2025;11(1):74-91. doi:<a href=\"https://doi.org/10.1080/23735082.2025.2501043\">10.1080/23735082.2025.2501043</a>","ieee":"A. Vivone, D. Rumlich, and A. Lehmann-Wermser, “Maximizing linguistic and cognitive potential: the role of vocal training with pop songs in teaching English as a foreign language,” <i>Learning: Research and Practice</i>, vol. 11, no. 1, pp. 74–91, 2025, doi: <a href=\"https://doi.org/10.1080/23735082.2025.2501043\">10.1080/23735082.2025.2501043</a>.","apa":"Vivone, A., Rumlich, D., &#38; Lehmann-Wermser, A. (2025). Maximizing linguistic and cognitive potential: the role of vocal training with pop songs in teaching English as a foreign language. <i>Learning: Research and Practice</i>, <i>11</i>(1), 74–91. <a href=\"https://doi.org/10.1080/23735082.2025.2501043\">https://doi.org/10.1080/23735082.2025.2501043</a>","chicago":"Vivone, Antonio, Dominik Rumlich, and Andreas Lehmann-Wermser. “Maximizing Linguistic and Cognitive Potential: The Role of Vocal Training with Pop Songs in Teaching English as a Foreign Language.” <i>Learning: Research and Practice</i> 11, no. 1 (2025): 74–91. <a href=\"https://doi.org/10.1080/23735082.2025.2501043\">https://doi.org/10.1080/23735082.2025.2501043</a>.","short":"A. Vivone, D. Rumlich, A. Lehmann-Wermser, Learning: Research and Practice 11 (2025) 74–91."}},{"date_updated":"2025-12-10T10:00:53Z","year":"2025","title":"CLIL-related benefits for general EFL proficiency","status":"public","author":[{"full_name":"Rumlich, Dominik","last_name":"Rumlich","first_name":"Dominik","orcid":"0000-0001-8682-450X","id":"76026"}],"publication_identifier":{"unknown":["9781009263283"]},"user_id":"76026","editor":[{"full_name":"Romanowski, Piotr","last_name":"Romanowski","first_name":"Piotr"}],"page":"190-207","language":[{"iso":"eng"}],"_id":"63015","publisher":"Cambridge University Press","publication":"The Cambridge Handbook of multilingual education","citation":{"ieee":"D. Rumlich, “CLIL-related benefits for general EFL proficiency,” in <i>The Cambridge Handbook of multilingual education</i>, P. Romanowski, Ed. Cambridge University Press, 2025, pp. 190–207.","apa":"Rumlich, D. (2025). CLIL-related benefits for general EFL proficiency. In P. Romanowski (Ed.), <i>The Cambridge Handbook of multilingual education</i> (pp. 190–207). Cambridge University Press.","short":"D. Rumlich, in: P. Romanowski (Ed.), The Cambridge Handbook of Multilingual Education, Cambridge University Press, 2025, pp. 190–207.","chicago":"Rumlich, Dominik. “CLIL-Related Benefits for General EFL Proficiency.” In <i>The Cambridge Handbook of Multilingual Education</i>, edited by Piotr Romanowski, 190–207. Cambridge University Press, 2025.","mla":"Rumlich, Dominik. “CLIL-Related Benefits for General EFL Proficiency.” <i>The Cambridge Handbook of Multilingual Education</i>, edited by Piotr Romanowski, Cambridge University Press, 2025, pp. 190–207.","bibtex":"@inbook{Rumlich_2025, title={CLIL-related benefits for general EFL proficiency}, booktitle={The Cambridge Handbook of multilingual education}, publisher={Cambridge University Press}, author={Rumlich, Dominik}, editor={Romanowski, Piotr}, year={2025}, pages={190–207} }","ama":"Rumlich D. CLIL-related benefits for general EFL proficiency. In: Romanowski P, ed. <i>The Cambridge Handbook of Multilingual Education</i>. Cambridge University Press; 2025:190-207."},"type":"book_chapter","department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"date_created":"2025-12-10T10:00:22Z"}]