Journal of multilingual and multicultural development

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  Año 2025, Vol. 46, Número 9

  • Creating positive learning communities for diasporic indigenous students

    Gabriela Kovats Sánchez, Melissa Mesinas, Saskias Casanova, David W. Barillas Chón, Luis Javier Pentón Herrera

    • Resumen

    págs. 2583-2597

    

  • Critical language awareness in teacher education: an experiment at the intersection of language, identity, and ideologies

    Laura Mahalingappa, Nihat Polat, Carla K. Meyer

    • Resumen

    págs. 2598-2616

    

  • Intersectionality of marginalisation: EAL academics in exile writing for international publication

    Baraa Khuder, Bojana Petri¿

    • Resumen

    págs. 2617-2630

    

  • Teacher educators’ perspectives on global citizenship education and multilingual competences

    Salam Mairi, Johanna Gruber, Sarah Mercer, Alina Schartner, Jan Ybema, Tony J. Young, Cor van der Meer

    • Resumen

    págs. 2631-2647

    

  • Immigrants’ and refugees’ ‘funds of knowledge(s)’ on the path to intercultural competence

    Yecid Ortega, Rebecca Oxford

    • Resumen

    págs. 2648-2659

    

  • Teaching English in challenging situations: interviews with those in the trenches

    María Matilde Olivero

    • Resumen

    págs. 2660-2666

    

  • Possibilities of transformative change for greater equity in language education

    Tammy Gregersen

    • Resumen

    págs. 2667-2670

    

  • Transformative positive psychology in the acquisition of additional languages

    Sarah Mercer, Tammy Gregersen

    • Resumen

    págs. 2671-2686

    

  • English-medium instruction (EMI) as the great (un)equaliser: experiences of former EMI students in Turkey

    Furkan Sevket Kir

    • Resumen

    págs. 2687-2701

    

  • Exploring the language policy and planning: a comparative analysis of language practice in Kazakhstan and Estonia

    Dinara Tlepbergen, Assel Akzhigitova, Anastassia Zabrodskaja

    • Resumen

    págs. 2702-2715

    

  • Social justice attitudes in a deep divided society: the case of Jewish Arab bilingual schools in Israel

    Orit Freiberg, Daniela Cojocaru

    • Resumen

    págs. 2716-2729

    

  • Sour soup, Tom Yum, or Dongyin? What can a menu tell us about linguistic capital and multilingual development in contemporary Thailand?

    Hugo Wing-Yu Tam

    • Resumen

    págs. 2730-2744

    

  • Preservice teachers’ cultural competence factors in teacher preparation programs: an explanatory sequential mixed methods study

    Clarisse Halpern, Burhan Ozfidan

    • Resumen

    págs. 2745-2760

    

  • Task engagement in second language acquisition: a questionnaire development and validation study

    Javad Zare, Ali Derakhshan

    • Resumen

    págs. 2761-2777

    

  • Does language teachers’ intercultural competence influence oral participation in EFL classrooms?: unveiling learner perspectives through a mixed methods inquiry

    Soyhan Egitim

    • Resumen

    págs. 2778-2793

    

  • Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers

    Keith Graham

    • Resumen

    págs. 2794-2806

    

  • Walking on Huaihai Street: liminality, linguistic landscape, and language policy

    Songqing Li

    • Resumen

    págs. 2807-2824

    

  • Towards an emotive-relational model of FLP: mapping the connections between family language policy and parental wellbeing

    Aniko Hatoss

    • Resumen

    págs. 2825-2840

    

  • ‘I feel like I have a superpower’: a qualitative study of adolescents’ experiences of multilingual identity development during an identity-based pedagogical intervention

    Karen Forbes, Michael Evans, Linda Fisher, Angela Gayton, Yongcan Liu, Dieuwerke Rutgers

    • Resumen

    págs. 2841-2856

    

  • Exploring the relationships among emotions, willingness to communicate and flow experience in Chinese EFL learners: a structural equation modelling approach

    Miaoyu Lu

    • Resumen

    págs. 2857-2872

    

  • A multilingualism-as-resource approach in a graduate-level English-medium instruction (EMI) program at a Korean university

    Tuba Yilmaz, Shuzhan Li, Yong Jik Lee

    • Resumen

    págs. 2873-2886

    

  • Ideologies and identity performance in users’ discourses about Romani-based special languages (‘Sondersprachen’)

    Yaron Matras, Chiara Tribulato, Jakob Anton Paul Wiedner

    • Resumen

    págs. 2887-2898

    

  • Autism and bilingual socialisation: parents’ perspectives and youth language practices in three bilingual (Japanese–English) families

    Wendy Klein

    • Resumen

    págs. 2899-2914

    

  • Navigating EMI learning through note-taking in higher education

    Rui Yuan

    • Resumen

    págs. 2915-2929

    

  • Cultural heritage as a key motivation for sustainable language protection: a case study of the Suzhou dialect protection project

    Junyi Xu, Chenliang Zhou, Haitao Liu

    • Resumen

    págs. 2930-2947

    

  • Measuring and profiling growth language mindsets, conscientiousness, and social emotional learning among university L2 learners: a variable- and person-centered perspective

    Jian Xu, Yabing Wang, Sihan Zhou

    • Resumen

    págs. 2948-2964

    

  • Family language policy in multilingual Filipino families in Italy

    Francesca R. Moro, Gina Russo

    • Resumen

    págs. 2965-2979

    

  • Linguistic authority in the context of European mobility: addressing the empty promise of élite multilingualism

    Veronika Lovrits

    • Resumen

    págs. 2980-2996

    

  • Reaching teachers of early multilingual learners through professional development: a systematic literature review

    Hazel Vega, Emily Howell, Rebecca Kaminski, C. C. Bates

    • Resumen

    págs. 2997-3013

    

  • Examining the implementation of the language in education policy in Tana River County: a case of a Pokomo speakers’ school

    Rehema Abiyo

    • Resumen

    págs. 3014-3024