Journal of multilingual and multicultural development

• 

  Año 2025, Vol. 46, Número 10

  • Introduction: multilingualism and multilingual education in China

    Mark Feng Teng, Fan Fang

    • Resumen

    págs. 3253-3257

    

  • English medium instruction, identity construction and negotiation of Teochew-speaking learners of English

    Fan Fang, Guangwei Hu

    • Resumen

    págs. 3258-3273

    

  • Development of metacognitive knowledge and morphological awareness: a longitudinal study of ethnic minority multilingual young learners in China

    Mark Feng Teng, Lawrence Jun Zhang

    • Resumen

    págs. 3274-3290

    

  • Family language policy in a multilingual Mongolian family in China: A cross-generation exploration

    Mingyue Michelle Gu, Yawen Han, Linlin Tang

    • Resumen

    págs. 3291-3308

    

  • ‘I never knew I could have so many future possibilities’: a case study of an ethnic minority student in mainstream higher education in China

    Yaqiong Cui, Peter I. De Costa

    • Resumen

    págs. 3309-3323

    

  • Language attitudes: construct, measurement, and associations with language achievements

    Chengchen Li, Li Wei

    • Resumen

    págs. 3324-3349

    

  • The school-based multicultural education curriculum in China: a case study of two Yugur middle schools

    Ge Wang, Fang Gao

    • Resumen

    págs. 3350-3362

    

  • National identity and multilingualism: a survey of Chinese Mongolian university students

    Rining Wei

    • Resumen

    págs. 3363-3380

    

  • A study on the identity of mainland Chinese students in Hong Kong universities based on grounded theory

    Min Yang, Xiaofan Xu

    • Resumen

    págs. 3381-3397

    

  • An exploratory study of mainland Chinese parents’ ideologies about bilingualism and bilingual education

    Yanghua Huang, Susan Ballinger, Gigi Luk

    • Resumen

    págs. 3398-3414

    

  • The importance of suprasegmental features in language attitude research: evidence from a study of teachers’ attitudes towards Hong Kong English

    Hans J. Ladegaard, Ka Long Roy Chan

    • Resumen

    págs. 3415-3428

    

  • L2 English and L3 Japanese motivation, international posture, and success of students in an English-medium instruction (EMI) program at a Japanese University

    Naoko Kojima, Haruna Fukui

    • Resumen

    págs. 3429-3445

    

  • A case study of family language policy in interaction with mainstream and minority language education among Mongolian families

    Ying Hu, Erin Kearney, Qianqian Ma, Yueqiu Zhang

    • Resumen

    págs. 3446-3462

    

  • The convergence of policy, commerce, and identity in the linguistic landscape of an Indian city

    Sneha Mishra

    • Resumen

    págs. 3463-3477

    

  • A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait

    Robert Kirkpatrick, Ali Derakhshan, Hala AlMutawa, Yongliang Wang

    • Resumen

    págs. 3478-3498

    

  • Americans’ attitudes toward British accents: the role of social categorisation, perceived group prototypicality, and processing fluency

    Marko Dragojevic, Howard Giles, Sean Goatley-Soan, Zane A. Dayton

    • Resumen

    págs. 3499-3516

    

  • Navigating intercultural friendships in English as a lingua franca contexts: Taiwanese exchange students in Europe

    Rainbow Tsai-Hung Chen

    • Resumen

    págs. 3517-3532

    

  • Developing translingual competence and awareness in a study abroad Spanish language classroom

    Tracy Quan, Jazmina Isordia, Julia Menard-Warwick

    • Resumen

    págs. 3533-3548

    

  • Mapping the dimensions of family language policy for young children: the case of Emirati families

    Qilong Zhang, Ghadah AlMurshidi, Ke Jiang

    • Resumen

    págs. 3549-3564

    

  • Informal digital learning of English and EFL learners’ willingness to communicate: investigating the mediating role of L2 grit

    Mostafa Azari Noughabi, Ameneh Ghasemi

    • Resumen

    págs. 3565-3580

    

  • Child language brokering in Turkey: non-professional interpreting experiences from Kurdish, Arab, and Pomak ethnic minorities

    Özge Bayraktar-Özer

    • Resumen

    págs. 3581-3595

    

  • The role of linguistic identification and motivation in oral proficiency: a study on learners of Chinese as a Second Language (CSL)

    Mo Chen, Yang Frank Gong, Ziyi An

    • Resumen

    págs. 3596-3612

    

  • Challenging the monolingual mindset: language teachers’ pushback and enactment of critical multilingual language awareness in Australian schools

    Leonardo Véliz Campos, Julian Chen

    • Resumen

    págs. 3613-3628

    

  • An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators

    Mostafa Nazari, Hassan Nejadghanbar, Guangwei Hu

    • Resumen

    págs. 3629-3642

    

  • Appreciation of multilingual teaching activities by secondary school students in Germany: findings from a quasi-experimental intervention study on teaching French

    Kerstin Göbel, Lars Schmelter, Katharina Neuber, Linda Struck

    • Resumen

    págs. 3643-3664

    

  • Multilingual ELF and European identity – contributions from study abroad through the Erasmus programme

    Vasilica Mocanu, Enric Llurda

    • Resumen

    págs. 3665-3679

    

  • Language ideologies and heritage language maintenance among Egyptian Nubian families: a comparative study of urban and rural families

    Weiyu Ma

    • Resumen

    págs. 3680-3694

    

  • Hearing parents as sign language learners: describing and evaluating the ASL skills of parents learning ASL with their deaf children

    Elana Pontecorvo, Julie Mitchiner, Amy M. Lieberman

    • Resumen

    págs. 3695-3712

    

  • Racialised identities of multilingual teachers: stories, experiences and agentic action of Indonesian teachers in Australian schools

    Leonardo Véliz Campos, Andy Xuesong Gao, Mauricio Véliz Campos

    • Resumen

    págs. 3713-3729

    

  • Boredom and self-perceived learning achievement in postgraduate interpreting classes: the mediating roles of amotivation and engagement

    Pingping Hu, Bin Gao, Jiashun Fan, Ke Li

    • Resumen

    págs. 3730-3746