International journal of multilingualism

• 

  Año 2021, Vol. 18, Número 4. Dedicado a: Socially just plurilingual education in Europe: Shifting subjectivities through research and action

  • Editorial

    • Introduction : Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action

      Elizabeth J. Erling, Emilee Moore

      • Resumen

      págs. 523-533

      

  • Articles

    • Multilingual education in early years in Luxembourg: a paradigm shift?

      Claudine Kirsch, Gabrijela Aleksić

      • Resumen

      págs. 534-550

      

    • ‘Who really speaks like that?’: Children’s implicit and explicit attitudes towards multilingual speakers of Dutch

      S. V. Dekker, J. Duarte, H. Loerts

      • Resumen

      págs. 551-569

      

    • Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?

      Elizabeth J. Erling, Anouschka Foltz, Melanie Wiener

      • Resumen

      págs. 570-585

      

    • Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students

      Marilisa Birello, Julia Llompart Esbert, Emilee Moore

      • Resumen

      págs. 586-600

      

    • Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education

      Sílvia Melo-Pfeifer

      • Resumen

      págs. 601-618

      

    • Multilingual socialisation in education (M-SOC): educator engagement and potential for collective action

      Gabriela Meier, Anita Wood

      • Resumen

      págs. 619-633