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dc.contributor.authorZschomler, Silke
dc.date.accessioned2019-06-27T12:02:01Z
dc.date.available2019-06-27T12:02:01Z
dc.date.issued2017-09-01
dc.identifier.issn2056-7804
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/294067
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.subjectsecond language learning
dc.subjectsociolinguistic theory
dc.subjectsecond language socialization
dc.subjectcommunities of practice
dc.subjectindividual networks of practice
dc.titleHow Does Sociolinguistic Theory Contribute to Insights About Second Language Learning: A Comparative Analysis of Two Empirical Studies
dc.typeArticle
prism.endingPage65
prism.number1
prism.publicationNameCambridge Open-Review Educational Research e-Journal (CORERJ)
prism.startingPage46
prism.volume4
dc.identifier.doi10.17863/CAM.41166


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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)