International journal of multilingualism

• 

  Año 2022, Vol. 19, Número 1

  • Articles

    • Multilingualism and marginalisation: A Nigeria diversity approach

      Matthew Onyebuchi Ndiribe, Sopuruchi Christian Aboh

      • Resumen

      págs. 1-15

      

    • What language in education?: Implications for internal minorities and social cohesion in federal Ethiopia

      Yonatan T. Fessha

      • Resumen

      págs. 16-34

      

    • Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway

      Tony Burner, Christian Carlsen

      • Resumen

      págs. 35-49

      

    • Training teachers for multilingual primary schools in Europe: key components of teacher education curricula

      Nina Raud, Olga Orehhova

      • Resumen

      págs. 50-62

      

    • The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period

      Orly Haim, Lily Orland-Barak, Tsafrir Goldberg

      • Resumen

      págs. 63-84

      

    • Ecological perspectives on implementing multilingual pedagogies in adult foreign language classrooms – a comparative case study

      Anuradha Gopalakrishnan

      • Resumen

      págs. 85-106

      

    • English language teaching and bridging in mother tongue-based multilingual education

      Marianne Rachel G. Perfecto

      • Resumen

      págs. 107-123

      

    • The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English

      Maria Orcasitas Vicandi, Oihana Leonet Sieso

      • Resumen

      págs. 124-141

      

    • Multilingual boost vs. cognitive abilities: testing two theories of multilingual language learning in a primary school context

      Raphael Berthele, Isabelle Udry

      • Resumen

      págs. 142-161

      

    • Including home languages in the classroom: a videographic study on challenges and possibilities of multilingual pedagogy

      Elisabeth Peyer, Malgorzata Barras, Gabriela Lüthi

      • Resumen

      págs. 162-177

      

  • Book Reviews

    • Multilingual Approaches for Teaching and Learning: From Acknowledging to Capitalizing on Multilingualism in European Mainstream Education by Kirsch, C., and Duarte, J

      Vannessa Quintana Sarria

      Es reseña de:

      • Multilingual approaches for teaching and learning: from acknowledging to capitalising on multilingualism in European mainstream education

        Claudine Kirsch, Joana Duarte

        New York : Routledge, 2020

      págs. 178-181

      

    • Review of urban multilingualism in Europe: bridging the gap between language policies and language practices edited by Giuditta Caliendo, Rudi Janssens, Stef Slembrouck, and Piet Van Avermaet

      He Zhao, Hebing Xu

      Es reseña de:

      • Urban multilingualism in Europe: bridging the gap between language policies and language practices

        Giuditta Caliendo (ed. lit.), Rudi Janssens (ed. lit.), Stef Slembrouck (ed. lit.), Piet Van Avermaet (ed. lit.)

        Boston : De Gruyter Mouton, 2019

      págs. 182-186