Journal of multilingual and multicultural development

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  Año 2024, Vol. 45, Número 6

  • The relationship between children’s explicit knowledge and awareness of diglossia and success in learning Arabic: a preliminary investigation

    Reem Khamis-Dakwar, Baha Makhoul

    • Resumen

    págs. 1819-1833

    

  • ‘They are asking me why I am speaking Gagauz’: family language practices and the level of linguistic (in)security of adolescents speaking an endangered language

    Gülin Dağdeviren-Kırmızı, Kayhan İnan

    • Resumen

    págs. 1834-1850

    

  • Problematising English monolingualism in the ‘multicultural’ university: a Bourdieusian study of Chinese international research students in Australia

    Congcong Xing, Guanglun Michael Mu, Deborah Henderson

    • Resumen

    págs. 1851-1863

    

  • Belonging in Australian primary schools: how students from refugee backgrounds gain membership

    Farrukh Amina, Melissa M. Barnes, Eisuke Saito

    • Resumen

    págs. 1864-1887

    

  • Passionate about languages, but listening and speaking – ¡Ay, Caramba!

    Catherine L. Caldwell Harris

    • Resumen

    págs. 1888-1903

    

  • Conceptualising English L1 speakers’ motivation for learning L2 Chinese in Australian universities

    Xiaoping Gao, Stuart Woodcock, Jinjin Lu

    • Resumen

    págs. 1904-1921

    

  • ‘Ehh? Order through kiosk? What’s that?’: Public attitudes towards the excessive Anglicisation of commerce in South Korea

    Sugene Kim

    • Resumen

    págs. 1922-1937

    

  • Motivational profiles of Chinese university students majoring in Spanish: a comparative study

    Jian E Peng, Liyi Wu

    • Resumen

    págs. 1938-1955

    

  • Enregistering emojis in online socialization: linguaculturally diverse university students’ affective translingual practices

    Mei-Ya Liang

    • Resumen

    págs. 1956-1970

    

  • Contextualización transformativa de Educación Intercultural Bilingüe: A migrant Indigenous Andean community in the Galapagos Islands

    Diego Román, Daniel Masaquiza, Katherine Ward, Luis Gonzalez-Quizhpe

    • Resumen

    págs. 1971-1987

    

  • A cross-cultural investigation of L2 notetaking: student habits and perspectives

    Joseph Siegel, Yoko Kusumoto

    • Resumen

    págs. 1988-2004

    

  • Student language mixing practices in English medium instruction courses at elite universities in South Korea

    Hyejeong Ahn

    • Resumen

    págs. 2005-2022

    

  • Developing an assessment of vocabulary proficiency for Irish-English bilingual children: the Irish crosslinguistic lexical

    Ciara O'Toole

    • Resumen

    págs. 2023-2038

    

  • Racial identity and language: exploring the Afro-Brazilian experience through the lens of DuBois’ double consciousness theory

    Asha Layne, Erin Miles

    • Resumen

    págs. 2039-2047

    

  • Teacher and peer interaction in lower age novice-newcomer’s L2 learning and socialisation

    Lijuan Wang, Katri Jokikokko

    • Resumen

    págs. 2048-2063

    

  • When language gets into the equation: mother tongue-based multilingual education (MTB-MLE) policy appropriation in elementary mathematics instruction

    Alvin D. Tenorio

    • Resumen

    págs. 2064-2077

    

  • Dynamicity of EFL learners’ willingness to communicate in an online class

    Ju Seong Lee, Linlin Liu

    • Resumen

    págs. 2078-2096

    

  • The onset of English lexical acquisition among Malaysian preschoolers

    Rabiah Tul Adawiyah Mohamed Salleh, Bruno Di Biase, Satomi Kawaguchi

    • Resumen

    págs. 2097-2110

    

  • Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study

    Yongliang Wang, Ali Derakhshan, Hadi Rahimpour

    • Resumen

    págs. 2111-2128

    

  • Minority Language Revitalization and Social Media through the Lens of Covid-19 in Yunnan and Gansu, western China

    Ge Wang, Stephen Bahry, Weiwu An

    • Resumen

    págs. 2129-2151

    

  • Valence-differential mechanisms of the foreign language effect in decision-making under risk

    Jiehui Hu, Xin Li, Jia Li, Wanyu Zhang, Yuxin Lan, Zhao Gao, Shan Gao

    • Resumen

    págs. 2152-2165

    

  • Language ideologies, language policies, and shifting regional dialect proficiencies in three Chinese cities

    Ling Wang, Kendall King

    • Resumen

    págs. 2166-2182

    

  • Chinese language learning motivation: a study of individual-contextual interactions

    Xiaohong Wen

    • Resumen

    págs. 2183-2199

    

  • Invisible. Inaudible. Marginalised: unique languages in a superdiverse translanguaging-classroom

    Lena Cataldo-Schwarzl

    • Resumen

    págs. 2200-2213

    

  • How language usage affects sojourners’ psychological well-being in a trilingual society: linguistic acculturation of Mainland Chinese students in Hong Kong

    Biying Wu, Jindong Liu

    • Resumen

    págs. 2214-2232

    

  • The translanguaging practices of expert Indian teachers of English and their learners

    Jason Anderson

    • Resumen

    págs. 2233-2251

    

  • Linguistic landscape as a way to reflect the tension between mandated language policies and residents’ language preferences: the case of Kashgar in China

    Jiazhou Yao, Shuaiying Pan, Xiaohua Zhang, Peng Nie

    • Resumen

    págs. 2252-2268

    

  • Identity and belonging among racialised migrant teachers of English in Thailand

    Kristof Savski, Luke Jobert Earl Vencer Comprendio

    • Resumen

    págs. 2269-2281

    

  • Learner repair during task-based peer interactions in an EMI classroom: a case study of a marketing class in a Chinese higher education setting

    Xinlan Chen, Cheng Zeng, Christiane Dalton-Puffer

    • Resumen

    págs. 2282-2299

    

  • The contribution of grit, emotions and personal bests to foreign language learning

    Gholam Hassan Khajavy, Elham Aghaee

    • Resumen

    págs. 2300-2314