Journal of multilingual and multicultural development

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  Año 2026, Vol. 47, Número 6

  • SI-From the ground up: The intersection of grassroots language planning initiatives and family language policy

    • Framing bilingual parenting as market advantage: the neoliberal discourses of ‘grassroots’ media

      Sabrina Fluegel, Kendall A. King

      • Resumen

      págs. 3427-3446

      

    • Initiatives to promote the intergenerational transmission of basque: the case of workshops for parents

      María del Puy Ciriza

      • Resumen

      págs. 3447-3458

      

    • Youth’s individual language policy in shaping family-community citizenship

      Trang Thi Thuy Nguyen

      • Resumen

      págs. 3459-3473

      

    • ‘来来, 大家一起玩’ (C’mon, let’s play together): grassroots planning from a Bourdieusian perspective

      Xiao-Lan Curdt-Christiansen, Luyao Li, Shirui Chai

      • Resumen

      págs. 3474-3488

      

  • Regular Articles

    • Brain potentials reveal how emotional arousal affects bilingual language control

      Tao Wang, Haibo Hu, Han Xu, Xing Wang, Yao Wang, Keyi Yin, Shengdong Chen, Yiming Yang

      • Resumen

      págs. 3489-3508

      

    • Doing politics in the other language. Sentiment and subjectivity in Swiss political debates

      Raphael Berthele

      • Resumen

      págs. 3509-3526

      

    • Unequal Englishes through the lens of lived experiences of Filipino professional writers

      Veronico N. Tarrayo, Ruanni Tupas

      • Resumen

      págs. 3527-3541

      

    • UAE Bilingual children’s early linguistic environments: nannies and maids as embodied agents of parental language ideologies

      Fatma Said, Nadine Jaafarawi

      • Resumen

      págs. 3542-3557

      

    • Transpositioning through co-teaching: enacting translanguaging spaces in bimodal L2 sign language classrooms

      Zhuodan Li, Ying Liu, Lina Zhang

      • Resumen

      págs. 3558-3577

      

    • Multilingualism in higher education: (What) do European university alliances deliver?

      Jo Angouri, Mélina Delmas

      • Resumen

      págs. 3578-3596

      

    • Professional identity construction in transnational language teacher: integrating conservation of resources and identity theories in a cross-cultural context

      Zhiyong Zhu, Jinhao Li, Bo Hu

      • Resumen

      págs. 3597-3614

      

    • A qualitative study of learners of Chinese at an Australian university: heritage language, investment, and identity

      Li Bai, Guanglun Michael Mu

      • Resumen

      págs. 3615-3629

      

    • The evaluation of EMI in preparing medical and dental students for specialty exams

      Emrah Cinkara, Muhammed Emin Yüksel

      • Resumen

      págs. 3630-3644

      

    • Unlocking the transformative power of dynamic bilingualism: co-constructing a translanguaging space with Chinese American children

      Qinchun Sunny Li, Idalia Nuñez

      • Resumen

      págs. 3645-3662

      

    • Emotions, identity, and investment in EMI: multilingual learners’ experiences at a Turkish university

      Büşra Müge Özdil, Naciye Kunt

      • Resumen

      págs. 3663-3680

      

    • Bridging cultures: exploring the links between multicultural competence, intercultural communication anxiety and social empathy

      Esra Akgül, Berrin Akman

      • Resumen

      págs. 3681-3696

      

    • ‘The language is (not) to blame’: Ukraine-born immigrant-interpreters in Israel redefine their native and working languages

      Tanya Voinova, Hilla Karas

      • Resumen

      págs. 3697-3712

      

    • Foreign language enjoyment, anxiety, and boredom among Chinese L3 learners: the predictive effects of learner and teacher variables

      Huashan Wu

      • Resumen

      págs. 3713-3729

      

    • Heritage and identity and the effect on teaching practice

      Cansu Doğlu, Carol Griffiths

      • Resumen

      págs. 3730-3742

      

    • Deaf college students’ selves within translanguaging space: protecting self-definitions while enacting flexible communication

      Cristián Iturriaga

      • Resumen

      págs. 3743-3756

      

    • English proficiency, pedagogy, and confidence: what really matters in EMI teaching?

      Marie Vander Borght, Hans Malmström, Ron Martínez, Diane Pecorari

      • Resumen

      págs. 3757-3772

      

    • Multiculturalism and multilingualism on campus: university students’ insights about awareness, tolerance, and identity

      Carmit Altman, Zhanna Burstein-Feldman, Yuliya Leshchenko, Keren Goldfrad, Susan Joffe

      • Resumen

      págs. 3773-3788

      

    • Painting the linguistic landscape of Kaunas: a study of multilingual murals in public spaces

      Saulute Juzeleniene, Saule Petroniene

      • Resumen

      págs. 3789-3805

      

    • Digital community, identity, and multilingual parenting: a netnography of transnational Chinese mothers in a WeChat group

      Ying Xiong

      • Resumen

      págs. 3806-3826

      

    • Do shyness and emotions matter in shaping classroom engagement? A study of multilingual learners of Chinese in Thailand

      Xian Zhao, Guangxiang Liu, Liu Eerdemutu, Majid Elahi Shirvan

      • Resumen

      págs. 3827-3845

      

    • Transpositioning in linguistically diverse science classrooms: material inscription space for shifting linguistic and discourse identities

      Kason Ka Ching Cheung, Kevin W H Tai

      • Resumen

      págs. 3846-3865

      

    • Types of prejudice: a study of accent-ism in English in South Africa

      Babar Dharani, Tamira Gunzburg, Kurt April

      • Resumen

      págs. 3866-3881

      

    • Exploring intercultural competence in children: the role of the young interpreter scheme

      Debra Page, Naomi Flynn, Astrid Dinneen, Ludovica Serratrice

      • Resumen

      págs. 3882-3904

      

    • Why do they code-switch? Examining code-switching, use of vernacular, and linguistic insecurity in a minority French-speaking context of Canada

      Marie Eve Bouchard

      • Resumen

      págs. 3905-3920

      

    • From curriculum to classroom: enhancing STEM educational assessment for refugee students in Canada

      Emmanuelle Le Pichon, Mai Naji, Mehdia Hassan

      • Resumen

      págs. 3921-3934