Journal of multilingual and multicultural development
Articles
págs. 2369-2381
Glocalization in CLIL: analyzing the training needs of in-service CLIL teachers in Taiwan and Spain
págs. 2382-2399
Ethnic minority language policies and practices in China: revisiting Ruiz’s language orientation theory through a critical biliteracy lens
págs. 2400-2411
To act or not to act: interpreters’ dilemmas and choices in aged care assessments of elderly migrants
págs. 2412-2426
CrossRef citations to date 0 Altmetric Listen Articles Unfolding the subjectivity of foreign language enjoyment in online classes: A Q methodology study
págs. 2427-2444
Family language policy among Québec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
Alexa Ahooja, Melanie Brouillard, Erin Quirk, Susan Ballinger, Linda Polka, Krista Byers-Heinlein, Ruth Kircher
págs. 2445-2464
Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: applying a holistic approach of positive psychology in SLA research
págs. 2465-2483
págs. 2484-2502
Urbanization, ethnic diversity, and language shift in Indonesia
Thomas B. Pepinsky, Maya Ravindranath Abtahian, Abigail C. Cohn
págs. 2503-2521
‘It’s difficult but important’: toward a model of African students’ Chinese language identity development in higher education
págs. 2522-2542
School inclusion, young migrants and language.: Success and obstacles in mainstream learning in France and New Zealand
págs. 2543-2556
Family language policy and bilingual parenting in multilingual Singapore: latent profiles and its predictors
págs. 2557-2574
págs. 2575-2587
‘Being monolingual has a certain stigma’: understanding the proficiency-related motivations of Anglophone students of Italian and German
págs. 2588-2604
Linguistic outcomes of language accountability and points-based system for multilingual skilled immigrants in Canada: a critical language-in-immigration policy analysis
págs. 2605-2619
Speaking Irish and belonging among Irish-speakers of diverse ethnicity and nationality in Ireland: a pilot study
págs. 2620-2634
English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education: a textual analysis
págs. 2635-2650
Translingual identity across transnational education spaces: study on a group of Chinese students in joint education programme
págs. 2651-2665
Local teachers’ English-German codeswitching in English-medium instruction (EMI): voices from international students at a German university
págs. 2666-2682
“I'm embarrassed and scared to speak a different language”: The complex language beliefs and emotions of bi/multilingual children of immigrants in monolingual U.S. schools
págs. 2683-2700
Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China
págs. 2701-2717
‘I don’t feel like I’m studying languages anymore’.: Exploring change in higher education students’ learner beliefs during multilingual language studies
págs. 2718-2733
Persian immigrants’ language choice for swearing: the effects of socio-biographical variables and personality traits
págs. 2734-2751
págs. 2752-2769
English medium instruction in Moroccan universities: implications for multilingualism, linguistic dependency and epistemic justice
págs. 2770-2784
Caregiving and flying cars: interactionally mediated practices of care through language brokering within an Afghan migrant family in Denmark
págs. 2785-2800
Teachers’ experiences of English-medium instruction in higher education: a cross case investigation of China, Japan and the Netherlands
págs. 2801-2816
págs. 2817-2830
págs. 2831-2847
Ideas, power and agency: policy actors and the formulation of language-in-education policy for multilingualism
págs. 2848-2862
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