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LINGUISTICALLY DIVERSE EDUCATIONAL CONTEXTS
Corson, D. (1993). Language, minority education and gender: Linking social justice and power. Multilingual Matters.
Council of Europe (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Council of Europe Publishing. https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual- education-guide-for-the-development-of-language-education-policies-in-europe
Council of Europe (2008). White paper on intercultural dialogue (CM (2008)30 final 2 May 2008). Council of Europe, Committee of Ministers.
Council of Europe (2018). Common European framework of reference for languages: Learning, teaching, assessment: Companion volume with new descriptors. https://rm.coe.int/cefr- companion-volume-with-new-descriptors-2018/1680787989
Council of the European Union. Conclusions on multilingualism and the development of language competences. Education, Youth, Culture and Sport Council meeting, Brussels, 20 May 2014. https://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/142692.pdf
Coyle, D., & Meyer, O. (2021) Beyond CLIL - Pluriliteracies Teaching for Deeper Learning. Cambridge: Cambridge University Press.
Craik F. I., Bialystok E., & Freedman M. (2010). Delaying the onset of Alzheimer disease: bilingualism as a form of cognitive reserve. Neurology. Nov 9, 75(19), 1726–9.
Doi: 10.1212/WNL.0b013e3181fc2a1c.
Crawford, L. M. (1978). Paulo Freire's philosophy: Derivation of curricular principles and their application to second language curriculum design (Publication No. 7911991) [Doctoral dissertation, University of Minnesota]. ProQuest Dissertations and Theses Global.
Crawford-Lange, L. M. (1981). Redirecting foreign language curricula: Paulo Freire’s contribution. Foreign Language Annals 14, 257–273.
Crawford-Lange, L. M. (1982). Curricular alternatives for second-language learning. In: T.V. Higgs (ed.), Curriculum, competence, and the foreign language teacher (pp. 81–113). Skokie, IL: National Textbook.
Crookes, G. (2010). The practicality and relevance of second language critical pedagogy. Language Teaching, 43(3), 333–348. https://doi.org/10.1017/S0261444809990292
Crookes, G. (2012). Critical Pedagogy in Language Teaching. In: L. Ortega (red.), The Encyclopedia of Applied Linguistics. 10.1002/9781405198431.wbeal0284.
Crystal, D. (1997). English as a global language. Cambridge University Press.
Crystal, D. (2005). Language death (5th ed.). Cambridge University Press.
Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in
bilingual education. In: J. Cummins, & N. Hornberger (Eds.), Encyclopedia of Language and
Education, Vol. 5, 65–75). New York: Springer.
Czerepaniak-Walczak, M. (2016). Szanse i zagrożenia emancypacji poprzez edukację w szkole wyższej.
Szczecin: Wydawnictwo Naukowe Uniwersytetu Szczecińskiego. DOI: 10.18276/psw.2016.2-02 Czerepaniak-Walczak, M. (2006). Pedagogika emancypacyjna. Rozwój świadomości krytycznej
człowieka. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Dailey-O’Cain, J., Liebscher, G. (2009). Teacher and Student Use of the First Language in Foreign
Language Classroom Interaction: Functions and Applications. In: M. Turnbull, & J. Dailey-O’Cain (red.), First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters.
Denek, K. (2009). Edukacja pozalekcyjna i pozaszkolna. Poznań: Wydawnictwo Naukowe Wyższej Szkoły Pedagogiki i Administracji im. Mieszka I w Poznaniu.
Denison, N. (2001). A linguistic ecology for Europe? In: A. Fill & P. Mühlhäusler (Eds.), The ecolinguistic reader: Language, ecology and environment (pp. 75–83). London: Continuum.
Doroszewski, W. (1962). Studia i szkice językoznawcze. Warszawa: Państwowe Wydawnictwo Naukowe.
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