Journal of multilingual and multicultural development

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  Año 2025, Vol. 46, Número 7

  • The development and validation of a scale for measuring L2 learning experience: the underappreciated element of the L2 motivational self system

    Zixuan Li

    • Resumen

    págs. 1675-1694

    

  • Interrogating critical digital literacies in the Chinese context: insights from an ethnographic case study

    Guangxiang Liu

    • Resumen

    págs. 1695-1713

    

  • A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers

    Lawrence Jun Zhang, Jalil Fathi, Milad Naderi

    • Resumen

    págs. 1714-1732

    

  • English immersion at middle-tier private schools in Karachi, Pakistan: a case study of students’ additive v. subtractive language learning experience

    Saulat Pervez

    • Resumen

    págs. 1733-1748

    

  • Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge

    Sihan Zhou, Daniel Fung, Nathan Thomas

    • Resumen

    págs. 1749-1764

    

  • Written multilingualism challenging French hegemony in the cemetery

    Katharina Vajta

    • Resumen

    págs. 1765-1783

    

  • Language dimensions of social cohesion: the significance of linguistic inequalities in the context of refugee settlement

    Hanna Svensson

    • Resumen

    págs. 1784-1797

    

  • Understanding family factors for language transmission of minoritized languages in bilingual kindergarten children growing up in multilingual neighbourhoods

    Andrea A.N. MacLeod, Catrine Demers

    • Resumen

    págs. 1798-1814

    

  • Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module

    Merve Bozbiyik, Tom Morton

    • Resumen

    págs. 1815-1832

    

  • Understanding parental agency in family language policies from language-as-resource ideology perspective: the case of three Shanghainese families

    Yue Peng, Yanjun Wan

    • Resumen

    págs. 1833-1844

    

  • Preference for native-accented peers in monolingual and bilingual children acquiring Czech

    Lucie Jarůšková, Kateřina Chládková

    • Resumen

    págs. 1845-1856

    

  • Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective

    Jaber Kamali, Mostafa Nazari

    • Resumen

    págs. 1857-1871

    

  • Authenticating ‘mother tongue’ in a multilingual minority community

    Ying Wu, Rita-Elaine Silver, Anwei Feng

    • Resumen

    págs. 1872-1889

    

  • The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators

    Yingli Yang, Chenxi Du

    • Resumen

    págs. 1890-1904

    

  • Teachers’ receptive and productive vocabulary sizes in English-medium instruction

    Hans Malmström, Diane Pecorari, Marcus Warnby

    • Resumen

    págs. 1905-1923

    

  • The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling (SEM) study

    Yonggang Gao, Lu Gan, Dike Zhang

    • Resumen

    págs. 1924-1940

    

  • Nonverbal communication as a mediator of intercultural communication in English as a second language classrooms

    Karoline Anita Anderson

    • Resumen

    págs. 1941-1953

    

  • Home language environment and bilingual acquisition in preschoolers from low-income homes: differential impact of language and literacy related factors

    Viniti Vaish, Sun Baoqi, L. Quentin Dixon

    • Resumen

    págs. 1954-1967

    

  • Measuring and understanding linguistic insecurity in heritage and foreign language contexts: design and validation of a novel scale

    Meagan Y. Driver

    • Resumen

    págs. 1968-1987

    

  • The mediating effect of self-efficacy between teacher emotional support and interaction engagement in EFL learning

    Mo Zhou, Xiaohong Liu, Jidong Guo

    • Resumen

    págs. 1988-2002

    

  • Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context

    Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari

    • Resumen

    págs. 2003-2017

    

  • Navigating power in multilingual classrooms: teachers’ engagement with language education policies

    Shuang Fu, Yamileth Aubain

    • Resumen

    págs. 2018-2030

    

  • ‘I don’t want them to be monolingual like Americans’: family language policies of Turkish parents in the United States

    Onur Özkaynak

    • Resumen

    págs. 2031-2047

    

  • People in contact, languages in contact. A multi-group analysis of the effects of interethnic contact on acculturation attitudes

    Josep Ubalde Buenafuente, Judit Janés Carulla, Fernando Senar Morera, Cecilio Lapresta Rey

    • Resumen

    págs. 2048-2061

    

  • Metaverse magic: improving language learners' intercultural understanding through virtual reality

    Mohammadreza Valizadeh, Mostafa Morady Moghaddam

    • Resumen

    págs. 2062-2081

    

  • Third Culture Kids in Denmark: exploring code-switching patterns according to interlocutors and topic emotionality

    Lydia Rodríguez Bernal, Teresa Cadierno López, Anna Doquin de Saint Preux, Jorgen Lauridsen

    • Resumen

    págs. 2082-2099

    

  • Can L2-L3 cognates affect L3 vocabulary knowledge and reading comprehension? – evidence from Chinese learners of L3 French

    Jie Sun, Jing Zhao, Yuxin Peng, Shanshan Chen, Jiayun Li, Haomin Zhang

    • Resumen

    págs. 2100-2115

    

  • Scaffolding understanding of disciplinary concepts using African Languages in Higher Education

    Rosemary Wildsmith, Maryna Reyneke, Kotie Kaiser, Dolly Dlavane

    • Resumen

    págs. 2116-2132