Journal of multilingual and multicultural development

• 

  Año 2026, Vol. 47, Número 3

  • Post-multilingualism: trans(language)ing at the interfaces of language(s)

    • Young professional Bangladeshi women with rebel bones: trans-approaches to language and identity

      Shaila Sultana

      • Resumen

      págs. 1307-1322

      

    • Translanguaging in performance or performance in translanguaging

      Zhu Hua, Li Wei

      • Resumen

      págs. 1323-1336

      

    • Translanguaging in performance: an ethnographic drama approach

      Adrian Blackledge, Angela Creese

      • Resumen

      págs. 1337-1348

      

  • Regular Articles

    • A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings

      Yu (Claire) Hao, Heath Rose, Hamish Chalmers

      • Resumen

      págs. 1349-1364

      

    • Young children becoming translingual practitioners in their Indo-Fijian community

      Alexandra Diamond

      • Resumen

      págs. 1365-1383

      

    • Developing and validating a scale for English-medium instruction pedagogical competency in multilingual and multicultural classrooms

      Chia-Wei Tang, Hoai Than Nguyen, Nguyen Thi Le

      • Resumen

      págs. 1384-1397

      

    • Conceptualisation of culture and research methods in studies of language teaching materials: a systematic review

      Jiao Li, Yadong Guo, Xuesong Gao

      • Resumen

      págs. 1398-1414

      

    • Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university

      Ying Zhou, Samantha Curle

      • Resumen

      págs. 1415-1432

      

    • Migration and linguistic integration: an investigation of Chinese immigrants’ language learning experience before moving to Africa

      Jocelyne Kenne Kenne, Adams Bodomo

      • Resumen

      págs. 1433-1442

      

    • Expected names or named expectations: an examination of names and their associations with standard American and Spanish-accented English

      Jorge E. Ramos, Sara I. Roca-Ramirez, Gabriella Reyes

      • Resumen

      págs. 1443-1458

      

    • The construction of linguistic identities in talk about food among Tibetan heritage language learners

      Shannon M. Ward

      • Resumen

      págs. 1459-1477

      

    • Including adults and peers through translanguaging in literacy activities

      Claudine Kirsch

      • Resumen

      págs. 1478-1492

      

    • Towards understanding heritage literacy

      Ibrar Bhatt, Zhen Li

      • Resumen

      págs. 1493-1510

      

    • Seminars as spaces for mediating affordances: plurilingual students’ perceived sociocultural norms and expectations for participation

      Jade Kim

      • Resumen

      págs. 1511-1527

      

    • Emotions in switching the code: contributions for English language teachers’ identity construction

      Sedigheh Karimpour, Peter I. De Costa, Mostafa Nazari

      • Resumen

      págs. 1528-1540

      

    • Investigating metaemotions as the predictors of willingness to communicate, anxiety, and enjoyment among EFL learners

      Nourollah Zarrinabadi, Marzieh Mehri, Behrouz Jamalvandi

      • Resumen

      págs. 1541-1555

      

    • In between multilingualism and monolingualism: exploring language maintenance and shift among Bangladeshi households in England

      Pinar Kolancali, Alex Hodgkiss, Sandra Mathers, Elizabeth Hewitt, Sonali Nag, Victoria A. Murphy

      • Resumen

      págs. 1556-1577

      

    • Immigrant student identities and classroom engagement

      Tamar Kamary Toledano, Joel Walters, Sveta Fichman, Nir Madjar, Carmit Altman

      • Resumen

      págs. 1578-1594

      

    • Teachers and students at the crossroads: unpacking L1 use in CLIL in China’s higher education

      Hengzhi Hu

      • Resumen

      págs. 1595-1611

      

    • A confession of a ‘non-native’ speaker: negotiating a socially stigmatised identity

      Natalia Wright

      • Resumen

      págs. 1612-1628

      

    • Multilingualism, multicultural personality, and foreign language anxiety as predictors of Chinese international students’ intercultural willingness to communicate

      Yan Jiang, Lidong Wu

      • Resumen

      págs. 1629-1645

      

    • Same script, different sway: ethnolinguistic accent hierarchies in hiring evaluations in southern Ontario

      Samantha Jackson, Derek Denis

      • Resumen

      págs. 1646-1666

      

    • Translanguaging stance and practices of multilingual undergraduates: case of EMI-driven universities in Thailand and Malaysia

      Yusop Boonsuk, Eric A. Ambele

      • Resumen

      págs. 1667-1681

      

    • Language ideologies guiding language practices and management strategies: a study of family language policy among Iranian families in The Netherlands

      Hadis Tamleh, Gijsbert Rutten, Maria do Carmen Parafita Couto

      • Resumen

      págs. 1682-1697

      

    • Exploring the interplay of language proficiency, use and attitudes: insights from Shenzhen-Hong Kong cross-border students

      Zhifang Liang, Jing Huang

      • Resumen

      págs. 1698-1713

      

    • The power of subjectivity in CLIL assessment: evidence of cognitive/emotional dissonance

      Juan de Dios Martínez Agudo

      • Resumen

      págs. 1714-1729

      

    • International students’ dynamics of belonging in a Shanghai university: a feminist, poststructuralist perspective

      Yuan Huo, Han Guo, Yang Song

      • Resumen

      págs. 1730-1748

      

    • The role of demographic, linguistic and social-psychological factors in explaining plurilingual self-assessment of immigrant youth

      Orly Haim

      • Resumen

      págs. 1749-1766

      

    • Multilingual parents’ language development concerns in the early years

      Suzanne Grasso, Satoshi Nambu, Louisa Willoughby

      • Resumen

      págs. 1767-1782

      

    • Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study

      Katharina Maria Schneider, Victoria Bertram, Jasmin Decristan, Valentina Reitenbach, Dominique P. Rauch

      • Resumen

      págs. 1783-1799