Parties d'ouvrages collectifs (1)
  1. 1. Slembrouck, S., & Rosiers, K. (2017). Translanguaging: A matter of sociolinguistics, pedagogics and interaction? In The Multilingual Edge of Education (pp. 165-187). Palgrave Macmillan. doi:10.1057/978-1-137-54856-6_8
    2.   Articles dans des revues avec comité de lecture (2)
  2. 1. Jaspers, J., & Rosiers, K. (2022). Soft power: teachers’ friendly implementation of a severe monolingual policy. Journal of multilingual and multicultural development, 43(4), 295-308. doi:10.1080/01434632.2019.1585864
  3. 2. Rosiers, K., Van Lancker, I., & Delarue, S. (2018). Beyond the traditional scope of translanguaging: Comparing translanguaging practices in Belgian multilingual and monolingual classroom contexts. Language & communication, 61, 15-28. doi:10.1016/j.langcom.2017.11.003
    4.   Participations à des congrès et colloques internationaux (2)
  4. 1. Jaspers, J., & Rosiers, K. (2018). Between resisting, accepting and imposing. Teachers’ and pupils’ ambiguous responses to a ‘severe’ monolingual policy. Paper session presented at Sociolinguistics Symposium (22: 27-30 juin 2018: University of Auckland (New Zealand)).
  5. 2. Jaspers, J., & Rosiers, K. (2018). Changing pupil population, changing practices? Teachers’ and pupils’ ambiguous response to a ‘severe’ language policy. Paper session presented at Communication in the multilingual city Colloquium (29 mars 2018: University of Birmingham).