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dc.contributor.authorWu, Wing
dc.contributor.editorTsapali, Maria
dc.contributor.editorPaes, Tanya M.
dc.date.accessioned2019-01-07T14:53:33Z
dc.date.available2019-01-07T14:53:33Z
dc.date.issued2018-11-15
dc.identifier.issn2056-7804
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/287573
dc.publisherFaculty of Education, University of Cambridge
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/3.0/
dc.subjectVygostskyan sociocultural theory of mind
dc.subjectL1 use in target language teaching and learning
dc.subjectmeditation
dc.subjecttranslanguaging
dc.subjectcognition and emotion
dc.subjectzone of proximal development and scaffolding
dc.titleA Vygotskyan sociocultural perspective on the role of L1 in target language learning
dc.typeArticle
prism.endingPage103
prism.publicationNameCambridge Open-Review Educational Research e-Journal (CORERJ)
prism.startingPage87
prism.volume5
dc.identifier.doi10.17863/CAM.34885


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Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)
Except where otherwise noted, this item's licence is described as Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0)