Journal of multilingual and multicultural development

• 

  Año 2026, Vol. 47, Número 1

  • Special Section: Multilingual and Multimodal Digital Communication in the Post-pandemic Era

    • Multilingual and multimodal digital communication in the post-pandemic era

      Mingyue Michelle Gu, Corey Fanglei Huang, Angel M. Y. Lin

      • Resumen

      págs. 1-7

      

    • Multilingual youths’ digital activism through multimodal composing in the post-pandemic era

      Lianjiang Jiang (George)

      • Resumen

      págs. 8-24

      

    • ‘It becomes increasingly complex to deal with multiple channels’: materialised communicative competence and digital inequality in English-medium higher education in the digital era

      Amy Wanyu Ou, Hans Malmström

      • Resumen

      págs. 25-43

      

    • The seeds of Marielle Franco: Afrodiasporic agency at the online-offline nexus

      Daniel N. Silva, Adriana Carvalho Lopes

      • Resumen

      págs. 44-57

      

    • Planting in the pandemic: surveillance on social media

      Sirpa Leppänen

      • Resumen

      págs. 58-73

      

    • Quoting and well-being: researching social media posts of two mental health campaigns in Hong Kong

      Corey Fanglei Huang

      • Resumen

      págs. 74-99

      

    • Change and continuity in our post-pandemic techno-social lives

      Helen Kelly-Holmes

      • Resumen

      págs. 100-106

      

    • Negotiating cultural identity in the trans-digital space: a multi-scalar analysis of translingual ELF users’ intercultural communication

      Dounya Boumaza, Will Baker

      • Resumen

      págs. 107-126

      

  • Regular Articles

    • Linguistic landscape in the Inner Mongolia autonomous region: the case of a multilingual and multi-ethnic region in China

      Jinke Du, Paolo Coluzzi

      • Resumen

      págs. 127-145

      

    • Localisation of content and language integrated learning in China: tensions in teacher professional development

      Hengzhi Hu, Aixiang Mi

      • Resumen

      págs. 146-162

      

    • Necessary and sufficient conditions for social science undergraduates’ academic success in English medium instruction settings: a crisp set qualitative comparative analysis

      Yu Tang, Andy Curtis

      • Resumen

      págs. 163-176

      

    • Non-participation and the stability of Dominant Language Constellation in contextual shifts: the case of a Hong Kong multilingual student

      Wenjun Yu, Hao Xu

      • Resumen

      págs. 177-190

      

    • A latent profiling approach to foreign language enjoyment and L2 achievement

      Minjuan Gao

      • Resumen

      págs. 191-209

      

    • Language maintenance, emotional investments, family values and imagined futures

      Annabel Noar

      • Resumen

      págs. 210-224

      

    • Language ideologies of three intercultural and interlingual parent couples in Canada: an examination of intervening factors that prevent active multilingualism for their children

      Janine Tine

      • Resumen

      págs. 225-241

      

    • Transitioning learners from literacy instruction in local languages to English in Zambia: teacher practices and parental responses

      Joseph Mandyata, Gift Masaiti, Kennedy Kasimba, Timothy Kapya Meki, Chilufya Bwalya, Mercy Katatisha, Amogh Basavaraj, Stephanie Zuilkowski

      • Resumen

      págs. 242-257

      

    • The relationship between language teachers’ enthusiasm and job satisfaction: investigating the mediating role of foreign language teaching enjoyment

      Songlin Liu, Erkan Yüce, Mehdi Solhi, Kerem Şahin, Mostafa Azari Noughabi

      • Resumen

      págs. 258-273

      

    • Exploring complex multilingual motivation types among Chinese students majoring in dual foreign languages: a Q method study

      Siyi Wang, Yongxiang Wang

      • Resumen

      págs. 274-292

      

    • Motivational beliefs as predictors of academic achievement of translation students: a situated expectancy-value theory perspective

      Deliang Man, Guohui Du, Ai Fu, Liang Liu

      • Resumen

      págs. 293-307

      

    • Translanguaged practice in listening assessment: L1 vs. L2 responses in recall tasks

      Shelly Xueting Ye, Matthew P. Wallace, Christine Jiaqi Dong, Lily Xiaoran Shi, Bron Yuntian Yang

      • Resumen

      págs. 308-322

      

    • Unravelling the relationship between language anxiety and foreign language speech fluency in a monologue production

      Magdalena Szyszka, Pauliina Peltonen, Pekka Lintunen

      • Resumen

      págs. 323-337

      

    • Linguistic landscapes of intangible cultural heritage museums representing minority languages: the case of the ‘Gerhard Rohlfs’ Museum of the Calabrian Greek Language

      Charlie Robinson-Jones

      • Resumen

      págs. 338-356

      

    • Is L2 grit a hierarchical construct? A meta-analysis targeting language learners

      Emily Hongzhen Cheng, Tianxue Cui

      • Resumen

      págs. 357-375

      

    • The linguistic landscape in China: a case study of Shangri-La ethnic primary school

      Na Xia, Baichuan Xia

      • Resumen

      págs. 376-397

      

    • Profiling the multifaceted identities among multilingual Tibetan college students learning Chinese and English in Xizang

      Lefan Wang, Guangni Chen, Shasha Liu

      • Resumen

      págs. 398-416

      

    • Culture-specific heritage language vocabulary and collective identity among three generations of Mountain Jews

      Ronald Shabtaev, Sharon Armon Lotem, Joel Walters

      • Resumen

      págs. 417-434

      

    • Navigating Chinese international students’ inquiry learning in a multilingual and multicultural environment

      Xi Wu, Hanzhang Jiang, Jiahong Lin, Lingshan Li, Zeyu Fan

      • Resumen

      págs. 435-452

      

    • Bilinguals outperform trilinguals in implicit language aptitude: the mediating role of selective attention

      Yan Huang, Dingyi Li, Jingzhi Ma, Xinyun Ji, Chang Zhou

      • Resumen

      págs. 453-469

      

    • An ‘E’ for ‘elite’ in EMI? Global, local and elite dimensions in the promotion of English-medium university programmes

      Maria Kuteeva, Kathrin Kaufhold

      • Resumen

      págs. 470-486

      

    • How Turkish supplementary schools in the UK boost vocabulary in bilingual children (ages 4–8)

      Ayşe Çiftci

      • Resumen

      págs. 487-506