págs. 377-397
págs. 398-410
págs. 411-424
Managing the foreign language classroom translingually: the case of international students learning Catalan in a study abroad situation
págs. 425-441
págs. 442-458
Code-mixing and language dominance: bilingual, trilingual and multilingual children compared
págs. 459-491
L3 phonology: contributions of L1 and L2 to L3 pronunciation learning by Hong Kong speakers
págs. 492-512
págs. 513-533
A child’s trilingual language practices in Korean, Farsi, and English: from a sustainable translanguaging perspective
págs. 534-548
págs. 549-562
First versus subsequent foreign language development in situated interaction from a Vygotskyan SCT perspective: microgenetic analysis of Persian-speaking learners
págs. 563-583
págs. 584-587
Making signs, translanguaging ethnographies: exploring urban, rural and educational spaces edited by Ari Sherris and Elisabetta Adami
págs. 587-591
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