Correction

2024-9-13

The impact of multilingualism and socio-economic status on academic performance: evidence from the SCAMP and the national pupil databases

2024-9-9

Remaking multilingualism: a translanguaging approach

2024-8-29

Linguistic landscapes in language and teacher education multilingual teaching and learning inside and beyond the classroom

2024-8-28

(RE)imagining translanguaging pedagogies through teacher-researcher collaboration

2024-8-28

Languages and social cohesion: a transdisciplinary literature review

2024-8-26

Plurilingual pedagogy in the Arabian peninsula: transforming and empowering students and teachers

2024-8-26

Vietnamese Language, Education and Change in and Outside Vietnam

2024-8-26

Scaffolding for multilingual learners in elementary and secondary schools

2024-8-26

Teacher education for inclusive bilingual contexts: collective reflection to support emergent bilinguals with and without disabilities

2024-8-26

Multilingual education under scrutiny: a critical analysis on CLIL implementation and research on a global scale

2024-8-26

International perspectives on CLIL

2024-8-23

Studies in Italian as a heritage language

2024-8-23

Note taking in bilingual students: does using a first or second language influence note-taking quality and memory of newly learnt content?

2024-8-20

Students’ self-regulatory processes in content and language integrated learning: a vignette-based microanalytic study

2024-8-6

The relationship between receptive vocabulary and word and nonword reading skills in monolingual and language minority bilingual children in Italy across primary school grades

2024-8-4

How educators navigate language ideology and pedagogy in refugee education

2024-8-1

Multiliteracy as human capital in first-generation adult immigrants in Germany

2024-7-11

The role of foreign language in the experience and emotional expression of guilt: evidence from moral scenarios and autobiographical memories of bilinguals

2024-6-14

Learning how to write using all our languages: a multilingual approach to literacy in primary education

2024-6-12

First language primacy in multilingualism and emotion research: a view from Africa

2024-6-6

(Im)migrant women’s translingual literacy practices as problem-solving and learning resources: perspectives from a community-based English literacy program

2024-6-4

The interplay of lexical and grammatical development in Greek-Albanian bilingual children: evidence from the majority and the heritage language

2024-5-30

Speech production in Vietnamese-English bilingual speakers living in a 3-generation home

2024-5-17

Examining sources of language production switch costs amongst Tibetan-Chinese-English trilinguals

2024-5-6

Reading against all odds: creative coping strategies of international students in HE

2024-5-6

The effects of Hakka bilingual programs on learning interests for kindergarteners

2024-4-25

Changing attitudes toward heritage language education: a longitudinal study of marriage-migrant mothers in South Korea

2024-4-23

The influence of bilingualism and bidialectalism on executive control: evidence from a short-term language switching training paradigm

2024-4-23

Predictors of dual-language literacy attainment in Irish-English bilinguals

2024-4-17

Testing the bilingual advantage for executive function: insights from hearing children who are native signers

2024-4-16

A better start to literacy for bilingual children in New Zealand: findings from an exploratory case study in te reo Māori and English

2024-4-9

Supporting social strengths amid emerging bilingualism: effects of Word Generation on social perspective taking in English learners’ writing

2024-3-12

Integrating translanguaging into formative assessment: experiences from a Chinese immersion context

2024-3-9

Translanguaging practices in infant rooms: case studies of Chinese-Australian bilingual infant-educator interactions

2024-3-1

Assessing the relationship between L1 knowledge and fluid intelligence in second language acquisition: the case of immigrant students in Catalonia

2024-2-28

The development of executive function among monolingual English-speaking and dual language learning children in early childhood settings

2024-2-28

The suitability of Irish immersion education for children with special educational needs

2024-2-26

How lexical quality predicts L2 reading comprehension in early bilingual education

2024-2-23

Exploring the role of executive functions in Chinese-English bilinguals’ emotional word comprehension during language switching

2024-2-21

Why should we care about multilingualism, gender, and sexuality?

2024-2-15

Correction

2024-2-14

Complex sentence production in bilingual and monolingual children

2024-2-12

Coming out, heteronormativity, and possibilities of intercultural learning in a <i>Google Hangouts</i> telecollaboration

2024-2-12

Development of self-regulation of bilingual children and the role of teacher-child interactions

2024-2-9

‘Somos bilingües’: translanguaging socialization of DLBE teachers during the COVID-19 pandemic

2024-2-6

Daily and ethnic discriminatory experiences and cognitive control in Mexican-origin bilingual language brokers

2024-2-6

Some bilingual couples speak lingua francas: personal pronoun indexicality in the light of positioning theory

2024-2-2

Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom

2024-1-30

Toward trans multilingualisms: student attitudes toward and experiences with trans linguacultures in French

2024-1-30