Journal of multilingual and multicultural development

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  Año 2026, Vol. 47, Número 4

  • Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights

    • Introduction to the special issue ‘Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights’

      Talip Gülle, Tarja Nikula, Emma Dafouz, Julia Hüttner

      • Resumen

      págs. 1955-1971

      

    • Unpacking disciplinary literacies through CLIL teachers' perspectives across science, social science and mathematics in Europe

      Nashwa Nashaat Sobhy, Saime Kara Duman, Julia Hüttner, Louisa Mortimore, Semih Kaygısız, Emilda Roseni, Yasemin Bayyurt

      • Resumen

      págs. 1972-1990

      

    • A multidimensional framework of bi- and multilingual disciplinary literacies

      Tarja Nikula, Talip Gülle, Yasemin Bayyurt, Emma Dafouz, Pilar Gerns, Julia Hüttner, Semih Kaygısız, Ana Llinares, Silvia Minardi, Louisa Mortimore, Nashwa Nashaat Sobhy, Anne Tiermas

      • Resumen

      págs. 1991-2007

      

    • How do CLIL practices relate to curricular requirements in Europe? Contributions for conceptualising bi- and multilingual disciplinary literacies

      Semih Kaygısız, Ana Llinares, Christiane Dalton-Puffer

      • Resumen

      págs. 2008-2026

      

    • ‘We're at the very beginning’: international teacher educator perspectives on content teacher preparation for bi- and multilingual disciplinary literacies

      Louisa Mortimore, Tessa Mearns, Světlana Hanušová, Semih Kaygısız, Patricia Bárcena Toyos, Sejdi Sejdiu

      • Resumen

      págs. 2027-2048

      

    • Disciplinary perspectives meet disciplinary literacies: a heuristic toolbox for content-language integration

      Tessa Mearns, Pilar Gerns, Silvia Minardi, Fred J.J.M. Janssen

      • Resumen

      págs. 2049-2065

      

    • Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain: implications for CLIL

      Merve Bozbiyik, Leah Tompkins, Tom Morton, Pilar Gerns, Leila Kääntä, Sari Sulkunen, Lucila María Pérez Fernández

      • Resumen

      págs. 2066-2083

      

  • Regular Articles

    • Developing multilingual awareness through engaging with the linguistic landscape: a transformative approach

      Jinghui Si

      • Resumen

      págs. 2084-2100

      

    • Monolingual habitus through the lens of multilingual parents

      Susanne Schwab, Habib Güneşli

      • Resumen

      págs. 2101-2117

      

    • A study of the commodification of Sinoperipheral writing in the linguistic landscape of China

      Xi Yan

      • Resumen

      págs. 2118-2133

      

    • ‘As long as we make ourselves stood’: complexity in the linguistic practices of transnational Chinese in Tanzania

      Fan Cao

      • Resumen

      págs. 2134-2150

      

    • Tea as the matchmaker: reconstruction of the former Russian concession in Hankow through semiotic landscape

      An Ran

      • Resumen

      págs. 2151-2167

      

    • Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement

      Robert Kirkpatrick, Yongliang Wang, Ali Derakhshan, Maryam A. Al Muhanna

      • Resumen

      págs. 2168-2187

      

    • Names of public memory spaces as sites of coloniality, cultural erasure, and downscaling in linguistic landscapes of Northern Zambia

      Gabriel Simungala, Felix Banda

      • Resumen

      págs. 2188-2201

      

    • Language attitudes and identity in Valencian Catalan: an empirical approach to a pluricentric language in conflict

      Miguel Vázquez Sanchis

      • Resumen

      págs. 2202-2218

      

    • A comparison of two language support programs in the Basque Autonomous Community: exploring school adaptation and language proficiency

      Mikel Urionaguena Fernández, Ane Urizar Zugazagoitia, Eneko Antón Ustariz, Eneritz Garro Larrañaga

      • Resumen

      págs. 2219-2235

      

    • ‘Dann geht das nicht … Zie je?’: why do pupils modeswitch in plurilingual conversations?

      Chrissy Laurentzen, Sabine Jentges, Margot van Mulken

      • Resumen

      págs. 2236-2252

      

    • Explicit vs. unconscious management of the language policy: conflicting ideologies and practices of Sindhi families in Karachi, Pakistan

      Muhammad Hassan Abbasi, Abdul Fattah Soomro, Maya Khemlani David

      • Resumen

      págs. 2253-2270

      

    • Dynamic development of language ideologies: a linguistic landscape perspective from milk tea shops in China

      Kai Zhu, Shanhua He

      • Resumen

      págs. 2271-2290

      

    • Highlighting spaces for enacting multilingualism as a resource: an appreciative inquiry approach

      Theresé Tishakov, Asta Haukas

      • Resumen

      págs. 2291-2309

      

    • Multilingual, multicultural and multi-religious diversity: chronotopic affect in the semiotic landscape of Zhongshan Road, Quanzhou

      Hong Zhang, Siyi Wu

      • Resumen

      págs. 2310-2330

      

    • Family language policies: managing children’s language development in sojourning Saudi families after returning to Saudi Arabia

      Sarah Nasser Alzeer

      • Resumen

      págs. 2331-2345

      

    • Exploring languaging practices and reasons in Chinese bilingual students’ academic writing process: insights from EMI and CMI contexts

      Qingyang Sun

      • Resumen

      págs. 2346-2362

      

    • Between Mandarin and dialects: linguistic microaggressions in China’s multilingual landscape

      Lin Zhu, Xue Weng

      • Resumen

      págs. 2363-2377

      

    • Writing economics: languaging and translingual resources of a multilingual postgraduate writer in EMI higher education

      Siqi Song, Ken Lau

      • Resumen

      págs. 2378-2397

      

    • Teaching in a multilingual school: What do teachers believe and know about multilingual pluralist diversity policies?

      Lies Sercu, Sientje Maes, Evelien Flamez

      • Resumen

      págs. 2398-2418

      

    • A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education

      Edda Veerman, Emma Danbury, Joana Duarte, Monique L. L. Volman, Lisa Gaikhorst

      • Resumen

      págs. 2419-2444

      

    • Teaching young multilingual learners: impacts of a professional learning programme on teachers’ practices and students’ language and literacy skills

      Leslie Babinski, Steve Amendum, Madeline Carrig, Steven Knotek, Marta Sanchez

      • Resumen

      págs. 2445-2464

      

    • Plurilingualism for social justice: a meta-synthesis

      Marina Antony-Newman

      • Resumen

      págs. 2465-2494

      

    • Still business as usual? The use of English by language professionals across the government of Hong Kong

      Phoenix Lam

      • Resumen

      págs. 2495-2510