Journal of multilingual and multicultural development

• 

  Año 2024, Vol. 45, Número 4

  • Articles

    • Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: the case of UNA Europa

      Emma Dafouz

      • Resumen

      págs. 759-774

      

    • Monolingual cringe and ideologies of English: Anglophone migrants to Luxembourg draw their experiences in a multilingual society

      Julia De Bres, Veronika Lovrits

      • Resumen

      págs. 775-789

      

    • Indigenous language education in Russia: current issues and challenges

      Elena Semenova, Daria Khanolainen, Yulia Nesterova

      • Resumen

      págs. 790-804

      

    • Arizona educational stakeholders’ perceptions of K12 teachers’ accented speech

      Meghan Moran, Okim Kang, Mary McGroarty

      • Resumen

      págs. 805-821

      

    • Extending the scope of the ‘cognitive advantage’ hypothesis: multilingual individuals show higher flexibility of goal adjustment

      Werner Greve, Martin Koch, Verena Rasche, Kristin Kersten

      • Resumen

      págs. 822-838

      

    • Language awareness as a resource for multilingual individuals’ learning about culture: a case study in the Javanese context

      Tabitha Kidwell, Hanung Triyoko

      • Resumen

      págs. 839-851

      

    • Influences on teachers’ attitudes towards languages of learning and teaching: the Estonian experience

      Kateryn Rannu, Aleksandra Ljalikova, Katrin Poom-Valickis

      • Resumen

      págs. 852-867

      

    • Plurilingual and pluricultural as the new normal: an examination of language use and identity in the multilingual city of Montreal

      Angelica Galante, John Wayne N. dela Cruz

      • Resumen

      págs. 868-883

      

    • The Malays of Brunei: an investigation of their family language policies

      Salbrina Sharbawi, Noor Hasharina Hassan

      • Resumen

      págs. 884-905

      

    • Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students

      Chengchen Li, Lawrence Jun Zhang, Guiying Jiang

      • Resumen

      págs. 906-920

      

    • Social judgement of L2 accented speech stereotyping and its influential factors

      Okim Kang, Katherine Yaw

      • Resumen

      págs. 921-936

      

    • Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics

      Alastair Henry, Cecilia Thorsen, Peter D. MacIntyre

      • Resumen

      págs. 937-956

      

    • Challenges and possibilities in English language learning of rural lower-class Chinese college students: the effect of capital, habitus, and fields

      Xi Wu, Paul Tarc

      • Resumen

      págs. 957-972

      

    • Some antecedents of directed motivational currents in a foreign language

      Nourollah Zarrinabadi, Ensieh Khodarahmi

      • Resumen

      págs. 973-986

      

    • ‘English is like a credit card’: the workings of neoliberal governmentality in English learning in Pakistan

      Syed Abdul Manan

      • Resumen

      págs. 987-1003

      

    • ‘We learned to be compassionate’: pre-service teachers’ perceptions of teaching immigrant children

      Clarisse Halpern, Joseph Trunfio, Hasan Aydin

      • Resumen

      págs. 1004-1016

      

    • ‘You are Iranian even if you were born on the moon’: family language policies of the Iranian diaspora in the UK

      Khadij Gharibi, Seyed Hadi Mirvahedi

      • Resumen

      págs. 1017-1032

      

    • Willingness to communicate in a multilingual context: part two, person-context dynamics

      Alastair Henry, Cecilia Thorsen, Peter D. MacIntyre

      • Resumen

      págs. 1033-1048

      

    • It is all about TOEIC: discovering topics and trends in employee perceptions of corporate language policy

      Ziyuan Zhang

      • Resumen

      págs. 1049-1067

      

    • Intergenerational communication satisfaction among Japanese Americans through communication accommodation

      Kikuko Omori, Hiroshi Ota, Rachel Keiko Stark

      • Resumen

      págs. 1068-1081

      

    • The role of English in South African multilinguals’ linguistic repertoires: a cluster-analytic study

      Robyn Berghoff

      • Resumen

      págs. 1082-1096

      

    • ‘Nói thì học Mỹ, học rặt Mỹ luôn’: language ideologies in a Vietnamese restaurant in South Texas

      Nguyen Dao

      • Resumen

      págs. 1097-1111

      

    • Teachers’ views on their methodology and their profiles: in search of the possible reasons for the levelling effect of CLIL

      Janina Iwaniec, Ana María Halbach

      • Resumen

      págs. 1112-1126

      

    • Investigating language identities of international postgraduate students in Britain: a qualitative inquiry

      Anas Hajar, Ali Ait Si Mhamed

      • Resumen

      págs. 1127-1142

      

    • Establishing rapport with Punjabi-English bilinguals: L1 vs. dominance

      Avnit Dhanoa, Elena Nicoladis

      • Resumen

      págs. 1143-1151

      

    • When the evening lights are lit: exploring the linguistic landscape of Singapore’s Chinatown at night

      Hui Zhang, Mark Fifer Seilhamer, Yin Ling Cheung

      • Resumen

      págs. 1152-1170

      

    • ‘I am sorry, but I have to speak Korean’: stancetaking through apology in public speech at an ‘English only’ Korean university

      Jinsook Choi

      • Resumen

      págs. 1171-1181

      

    • ‘It has to be in a natural way’: a critical exploration of co-teaching relationships in trilingual preschool classrooms in Hong Kong

      Stephanie C. Sanders-Smith, Liv T. Dávila

      • Resumen

      págs. 1182-1196

      

    • Accentedness and personality evaluation of Asian and Caucasian second language speakers of English by Asian second language English listeners

      Yao Lu, Ksenia Gnevsheva

      • Resumen

      págs. 1197-1208

      

    • What prompts early childhood professionals to proffer advice to multilingual families?: Investigating the association between language policy and perceived self-efficacy

      Victoria Van Oss, Esli Struys, Piet Van Avermaet, Wendelien Vantieghem

      • Resumen

      págs. 1209-1225