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  1. Language and ‘conflicted heritage’: Implications for teaching and learning

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  2. Reframing science activity in the sheltered classroom

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  3. Rethinking the terms and labels applied to language minoritized students

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  4. Can academics be made more central to middle students’ ‘possible selves’?

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  5. Connections between reading identities and social status in early childhood

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  6. Students as emergent leaders in small groups in the language classroom

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  7. Focusing on authorial voice with an integrated framework for teaching EFL writing

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  8. Reconceptualizing authenticity in TESOL

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  9. Attitudes towards, and self-perceived ability in, English in an ethnic minority village in Thailand

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  10. Looking at heritage speakers from bilingualism and social justice perspectives

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