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Miguel Pérez Milans
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Citado por
Citado por
Año
Modelo sociocognitivo, pragmalingüístico y didáctico para la producción de textos escritos Sociocognitive, pragmalinguistic and didactic model for the production of written texts
G Didactext
Didáctica (lengua y literatura) 15, 77-104, 2003
1572003
The Oxford Handbook of Language Policy and Planning
JW Tollefson, M Perez Milans
Oxford University Press, 2018
1212018
Urban schools and English language education in late modern China: A critical sociolinguistic ethnography
M Pérez-Milans
Routledge, 2013
1132013
Language and identity in linguistic ethnography
M Pérez-Milans
The Routledge handbook of language and identity, 83-97, 2016
1022016
Language education policy in late modernity:(Socio) linguistic ethnographies in the European Union
M Pérez-Milans
Language Policy 14, 99-107, 2015
592015
Las aulas de enlace: un islote de bienvenida
P Miláns, I o Asimilación, E Terrén
En L. Martín Rojo, y L. Mijares (eds.), Voces del aula. Etnografías de la …, 2007
592007
Research and practice in language policy and planning
JW Tollefson, M Pérez-Milans
The Oxford handbook of language policy and planning, 1-32, 2018
532018
Language policy and planning: Directions for future research
M Pérez-Milans, JW Tollefson
512018
Being a Chinese newcomer in Madrid compulsory education: Ideological constructions in language education practice
M Pérez-Milans
Journal of Pragmatics 43 (4), 1005-1022, 2011
452011
Reflexivity and social change in applied linguistics
M Pérez-Milans
AILA Review 29 (1), 1-14, 2017
442017
Mandarin Chinese in London education: Language aspirations in a working-class secondary school
M Pérez-Milans
Language Policy 14, 153-181, 2015
362015
Spanish education and Chinese immigrants in a new multicultural context: Cross-cultural and interactive perspectives in the study of language teaching methods
M Pérez Milans
Journal of Multicultural Discourses 1 (1), 60-85, 2006
362006
Language, neoliberalism, and the commodification of pedagogy
C Soto, M Pérez-Milans
Education and the Discourse of Global Neoliberalism, 20-36, 2021
352021
Reflexive language and ethnic minority activism in Hong Kong: A trajectory-based analysis
M Pérez-Milans, C Soto
AILA Review 29 (1), 48-82, 2017
342017
Multilingual discursive practices and processes of social change in globalising institutional spaces: a critical ethnographic perspective
E Codó, M Pérez-Milans
International Journal of Multilingualism 11 (4), 381-388, 2014
342014
Language education and institutional change in a Madrid multilingual school
M Pérez-Milans, A Patiño-Santos
International Journal of Multilingualism 11 (4), 449-470, 2014
322014
Metapragmatics in the ethnography of language policy
M Pérez-Milans
The Oxford handbook of language policy and planning, 113-139, 2018
242018
Everyday practices, everyday pedagogies: a dialogue on critical transformations in a multilingual Hong Kong school
M Pérez-Milans, C Soto
Reflexivity and Multimodality in Language Education: Rethinking …, 2013
242013
La educación intercultural en las aulas multiculturales de la comunidad de Madrid: una brecha entre la teoría y la práctica
I García, M Pérez, AP Santos
SL&i en red: Segundas Lenguas e Inmigración en red, 60-71, 2008
242008
Bilingual education in Hong Kong
M Pérez-Milans
Encyclopedia of Language and Education. Bilingual Education, 207-218, 2017
192017
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