Journal of multilingual and multicultural development

• 

  Año 2024, Vol. 45, Número 10

  • Articles

    • Who owns English medium instruction?

      Ernesto Macaro, Ikuya Aizawa

      • Resumen

      págs. 4037-4050

      

    • When teachers take notice of the schoolscape: a Q method study of teacher perception of schoolscape of Indigenous Tribal Minority (ITM) schools of Chhattisgarh, India

      Uma Maheshwari Chimirala

      • Resumen

      págs. 4051-4071

      

    • Pluralistic language policy and multilingual legal texts in Eritrea

      Biniam Berhane Antonios, Senai W. Andemariam, Yonas Mesfun Asfaha

      • Resumen

      págs. 4072-4085

      

    • Intercultural education in understudied contexts: lessons learned to rethink the conceptualization and assessment of intercultural competence

      Hiltrud Awad, Mireia Trenchs Parera

      • Resumen

      págs. 4086-4101

      

    • Linguistically responsive reciprocal teaching in primary school: effectiveness of an intervention study on students’ Reading competence

      Jasmin Decristan, Victoria Bertram, Valentina Reitenbach, Katharina Maria Schneider, Carmen Köhler, Dominique P. Rauch

      • Resumen

      págs. 4102-4120

      

    • Parent-child language differences and ethnolinguistic minority children’s evaluations of family life

      Graziela N. M. Dekeyser, Calvin G. Swicegood

      • Resumen

      págs. 4121-4138

      

    • The role of polymedia in heritage language maintenance: a family language policy perspective

      Lanting Wang, M. Obaidul Hamid

      • Resumen

      págs. 4139-4153

      

    • Multiple layers of marginalisation in class: English-medium instruction in Korean higher education

      Jae-Eun Jon, Young Ha Cho

      • Resumen

      págs. 4154-4165

      

    • Chinese pre-service English teachers’ beliefs about English as an international language (EIL)

      Eleftheria Christou, Nathan Thomas, Jim McKinley

      • Resumen

      págs. 4166-4181

      

    • Mindfulness and foreign language learners’ self-perceived proficiency: the mediating roles of anxiety and burnout

      Xiaojuan Gao

      • Resumen

      págs. 4182-4199

      

    • Exploring the role of English in meritocracy in multilingual Indonesia: teacher beliefs, language use, and Global Englishes

      Anita Lie, Meng Huat Chau, George M. Jacobs, Chenghao Zhu, Hady Sutris Winarlim

      • Resumen

      págs. 4200-4217

      

    • Moderation of teacher–student relationships in the link between motivation and English performance of struggling learners in China

      Lihong Ma, Yuhong Jiao, Leifeng Xiao, Jian Liu

      • Resumen

      págs. 4218-4235

      

    • Language choice and identity construction: linguistic landscape of Jianghan Road in Wuhan

      Ran An, Yanyan Zhang

      • Resumen

      págs. 4236-4253

      

    • Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses

      Aisah Apridayani, Budi Waluyo

      • Resumen

      págs. 4254-4269

      

    • Self-guides, enjoyment, gender, and achievement: a survey of Chinese EFL high school students

      Eerdemutu Liu, Junju Wang, Sachurina Bai

      • Resumen

      págs. 4270-4287

      

    • Language-emotion interaction modulates selective attention to a speaker’s eyes and mouth: evidence from Chinese-English bilinguals

      Wenjing Chen, Chunyan Liang, Zhao Gao, Jiehui Hu, Tao Wang, Shan Gao

      • Resumen

      págs. 4288-4300

      

    • Silence and silencing in the classroom: Rwandan girls’ epistemic exclusion in English medium basic education

      Kuchah Kuchah, Laela Adamson, Aline Dorimana, Aloysie Uwizeyemariya, Alphonse Uworwabayeho, Lizzi O. Milligan

      págs. 4301-4315

      

    • Mindsets as predictors for Chinese young language learners’ negative emotions in online language classes during the pandemic: mediating role of emotion regulation

      Lianqi Dong

      • Resumen

      págs. 4316-4331

      

    • Enjoyment, anxiety, and out-of-class foreign language use among Spanish foreign language learners

      Irene Acosta Manzano, Elvira Barrios, Jorge García Mata

      • Resumen

      págs. 4332-4347

      

    • Language use and attitudes of prospective teachers: a comparison of the Basque and Friulian multilingual contexts

      Ada Bier, David Lasagabaster Herrarte

      • Resumen

      págs. 4348-4363

      

    • Language maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii)

      Min Jung Jee, Mi Yung Park, Sang Yee Cheon

      • Resumen

      págs. 4364-4383

      

    • Teaching for intercultural understanding – to what extent do curriculum documents encourage transformative intercultural experiences?

      Ruth Fielding, Angelica Galante, Gary J. Bonar, Meihui Wang, Yvonne God

      • Resumen

      págs. 4384-4399

      

    • Language motivations and choices of Dutch L1 speakers attending English-language churches in The Netherlands

      Elise Alberts, Gijsbert Rutten

      • Resumen

      págs. 4400-4414

      

    • Stories of names: exploring Chinese high school language-other-than-English learners’ foreign name(s) usage and its role in multilingual identity construction

      Xinran Wu

      • Resumen

      págs. 4415-4429

      

    • Selective bilingualism: official language use and linguistic landscape in Hungarian-Romanian mixed schools in Romania

      Tibor Toró

      • Resumen

      págs. 4430-4447

      

    • The ideological underpinnings in university English textbooks in China: A critical discourse analysis and corpus linguistics approach

      Yanhong Liu, Stephen May, Lawrence Jun Zhang

      • Resumen

      págs. 4448-4467

      

    • Unpacking preservice teachers’ beliefs about students’ home languages: what matters in initial teacher education?

      Hasan Dursun, Orhan Agirdag, Ellen Claes

      • Resumen

      págs. 4468-4483

      

    • tructural relationship of EFL learners’ psychological needs and capital, and their willingness to take EMI courses: perceived value of English as a moderator

      Liwei Hsu

      • Resumen

      págs. 4484-4498

      

    • A systematic review of research on language policy and planning for minority languages in China: what is next?

      Sixuan Wang, Andy Xuesong Gao

      • Resumen

      págs. 4499-4516

      

    • Pedagogical translanguaging in the primary-school English-L2 class:: a case-study in the Chinese context

      Yuerong Jing, E. Dimitris Kitis

      • Resumen

      págs. 4517-4532