Journal of multilingual and multicultural development

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  Año 2025, Vol. 46, Número 3. Dedicado a: Literacy (Development) in Collateral Regional Languages of Europe

  • Introduction

    • Literacy (development) in regional collateral languages of Europe – introduction to the special issue of the Journal of Multilingual and Multicultural Development

      Heiko F. Marten, Sanita Martena

      • Resumen

      págs. 511-523

      

  • Article

    • Learning to write Scots: a school ethnography of Scots literacy development

      Claire Needler

      • Resumen

      págs. 524-539

      

    • Digital writing in Low German: between elite and grassroot literacies

      Birte Arendt, Gertrud Reershemius

      • Resumen

      págs. 540-552

      

    • Beloved books and contested standards: translations of ‘The Little Prince' into selected collateral languages of Poland

      Maciej Mętrak, Maciej Bandur, Piotr Szatkowski

      • Resumen

      págs. 553-565

      

    • From grassroots literacy to transliteracies in the educational context of the Moldavian Csángó

      Petteri Laihonen, Csanád Bodó, János Imre Heltai

      • Resumen

      págs. 566-578

      

    • Standardisation and the role of language editors in synchronising Võro hybrid literacy practices

      Kadri Koreinik, Helen Plado, Sulev Iva

      • Resumen

      págs. 579-591

      

    • Social values of an added literacy: the case of Latgalian

      Nicole Nau, Tomasz Wicherkiewicz

      • Resumen

      págs. 592-606

      

    • Developing corpus literacy: A perspective of Latgalian language and cultural studies

      Angelika Juško-Štekele, Antra Kļavinska

      • Resumen

      págs. 607-619

      

    • When the parish turns into a classroom: teaching pluriliteracies in regional collateral languages through place-based education (the case of Latgalian)

      Sanita Martena, Heiko F. Marten

      • Resumen

      págs. 620-636

      

  • Regular Articles

    • Bilingual teacher candidates as policy appropriators in a previously anti-bilingual state

      Jasmine Alvarado, C. Patrick Proctor

      • Resumen

      págs. 637-653

      

    • Conceptualisation, measurement, and prediction of foreign language learning psychological capital among Chinese EFL students

      Yajun Wu, Xia Kang

      • Resumen

      págs. 654-667

      

    • The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners

      Xian Zhao, Danping Wang

      • Resumen

      págs. 668-680

      

    • Family language policy in an endangered heritage language context: Gagauz mothers’ perspectives

      Gülin Dağdeviren-Kırmızı

      • Resumen

      págs. 681-697

      

    • Investigating the consequences of experiencing directed motivational currents for learners’ beliefs and self-perceptions

      Nourollah Zarrinabadi, Ensieh Khodarahmi

      • Resumen

      págs. 698-712

      

    • Iranian parents’ attitudes towards their children’s early additive bilingualism

      Javad Alipoor, Shadi Khorshidi, Mahmood Hashemian

      • Resumen

      págs. 713-727

      

    • Exploring the motivational profiles of Macao Portuguese LOTE learners: a tale of eight local adult learners

      Qi Li, Shulin Yu, Lianjiang Jiang

      • Resumen

      págs. 728-748

      

    • The role of grit and enjoyment in EFL learners’ willingness to communicate in Saudi Arabia and Morocco: a cross-cultural study

      Elias Bensalem, Amy S. Thompson, Fahad Alenazi

      • Resumen

      págs. 749-764

      

    • How do parents think about multilingual upbringing?: Comparing OPOL parents and parents who mix languages

      Iris Marijke Koelewijn, Eveline Hoevenaars, Josje Verhagen

      • Resumen

      págs. 765-781

      

    • Interculturality in language education in the Japanese context

      Yoko Munezane

      • Resumen

      págs. 782-797

      

    • An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit

      Ali Derakhshan, Mehdi Solhi, Mostafa Azari Noughabi

      • Resumen

      págs. 798-814

      

    • Liminalising and affectivising cityscape as a branding practice: a sociolinguistic ethnography in urban China

      Zhixin Liu

      • Resumen

      págs. 815-832

      

    • Language ideologies and stancetaking in refugee identity negotiations: exploring multilingual refugees’ narratives of language use in Turkey

      Yasemin Erdoğan-Öztürk, Çigdem Sagin-Simsek

      • Resumen

      págs. 833-847

      

    • Life satisfaction of 10-year-olds in a bilingual context in France: the predictive role of parental language practices and children’s use of the minority language

      Camille Humeau, Gilles Guihard, Philippe Guimard, Isabelle Nocus

      • Resumen

      págs. 848-862

      

    • The role of informal digital learning of Korean in KFL students’ willingness to communicate

      Ju Seong Lee, Jieun Kiaer, Samuel Jeong

      • Resumen

      págs. 863-879

      

    • ‘Having a decent understanding of more than one language’: exploring multilingualism with secondary school students in England

      Elizabeth G. Bailey, Abigail Parrish, Nicola J. Pierce

      • Resumen

      págs. 880-892

      

    • Examining the mediation of engagement between self-efficacy and language achievement

      Yuyang Cai, Keke Xing

      • Resumen

      págs. 893-905

      

    • Constructing a bilingual French-English habitus through language experience: a socialisation account from children attending a bilingual programme at a state school in France

      Anna Ghimenton, Cathy Cohen, Jacob Neal Minniear

      • Resumen

      págs. 906-922

      

    • Essential Mapuche knowledge for an effective intercultural school education: perspectives of traditional educators

      Katerin Arias Ortega, Carlo Prévil

      • Resumen

      págs. 923-936