Citations (63)
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Sreemali Herath. (2023) Infusing creativity into peacebuilding. Journal of Peace Education 0:0, pages 1-26.
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Sreemali Herath. (2023) Reconciliation or the Reproduction of the Status Quo? Teacher Experiences from Postwar Sri Lanka. Peace Review 35:1, pages 130-144.
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Emily Phillips Galloway, Heather M. Meston & Christina L. Dobbs. (2022) Linguistic Cartography: Exploring the Power and Potential of Mapping Language Resources Within Classroom Communities. Journal of Language, Identity & Education 0:0, pages 1-16.
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Marcelyn Oostendorp. (2022) Linguistic repertoire: South/North trajectories and entanglements. Journal of Multicultural Discourses 17:4, pages 298-311.
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Susan Coetzee-Van Rooy & Arne Peters. (2021) A Portrait-Corpus Study of Language Attitudes towards Afrikaans and English. Language Matters 52:2, pages 3-28.
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Brigitta Busch. (2021) The body image: taking an evaluative stance towards semiotic resources. International Journal of Multilingualism 18:2, pages 190-205.
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Camila Tabaro Soares, Joana Duarte & Mirjam Günther-van der Meij. (2021) ‘Red is the colour of the heart’: making young children’s multilingualism visible through language portraits. Language and Education 35:1, pages 22-41.
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Gail Prasad. (2020) ‘How does it look and feel to be plurilingual?’: analysing children's representations of plurilingualism through collage. International Journal of Bilingual Education and Bilingualism 23:8, pages 902-924.
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Susan Coetzee-Van Rooy. (2018) Dominant Language Constellations in Multilingual Repertoires: Implications for Language-in-Education Policy and Practices in South Africa. Language Matters 49:3, pages 19-46.
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Hannah Botsis & Jill Bradbury. (2018) Metaphorical sense-making: visual-narrative language portraits of South African students. Qualitative Research in Psychology 15:2-3, pages 412-430.
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Gail Lori Prasad. (2018) ‘But do monolingual people really exist?’ Analysing elementary students’ contrasting representations of plurilingualism through sequential reflexive drawing. Language and Intercultural Communication 18:3, pages 315-334.
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Anouk Van Der Wildt, Piet Van Avermaet & Mieke Van Houtte. (2017) Multilingual school population: ensuring school belonging by tolerating multilingualism. International Journal of Bilingual Education and Bilingualism 20:7, pages 868-882.
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Anouk Van Der Wildt, Piet Van Avermaet & Mieke Van Houtte. (2017) Opening up towards children’s languages: enhancing teachers’ tolerant practices towards multilingualism. School Effectiveness and School Improvement 28:1, pages 136-152.
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Lara-Stephanie Krause & Mastin Prinsloo. (2016) Translanguaging in a township primary school: Policy and practice. Southern African Linguistics and Applied Language Studies 34:4, pages 347-357.
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Dumisile Mkhize. (2016) Mediating epistemic access through everyday language resources in an English language classroom. Southern African Linguistics and Applied Language Studies 34:3, pages 227-240.
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Peter Plüddemann. (2015) Unlocking the grid: language-in-education policy realisation in post-apartheid South Africa. Language and Education 29:3, pages 186-199.
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Anthea Bristowe, Marcelyn Oostendorp & Christine Anthonissen. (2014) Language and youth identity in a multilingual setting: A multimodal repertoire approach. Southern African Linguistics and Applied Language Studies 32:2, pages 229-245.
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Sari Pietikäinen & Anne Pitkänen-Huhta. (2013) Multimodal Literacy Practices in the Indigenous Sámi Classroom: Children Navigating in a Complex Multilingual Setting. Journal of Language, Identity & Education 12:4, pages 230-247.
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Articles from other publishers (45)
Sreemali Herath. (2023) Visualizing Identity: The Potential of Identity Portraits in Developing Inclusive Teaching Selves in Times of Postconflict Reconciliation. Comparative Education Review 67:3, pages 534-561.
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Antonia Stavrakaki & Peggy Manoli. (2023) Exploring Migrant Students’ Attitudes towards Their Multilingual Identities through Language Portraits. Societies 13:7, pages 153.
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Siqing Mu, Aoxuan (Douglas) Li, Lu Shen, Lili Han & Zhisheng (Edward) Wen. (2023) Linguistic Repertoires Embodied and Digitalized: A Computer-Vision-Aided Analysis of the Language Portraits by Multilingual Youth. Sustainability 15:3, pages 2194.
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Carmel Claire Mahomed & Prakash Singh. (2022) Leading collegially: Shifting paradigms for effective student teacher mentoring during work-integrated learning. South African Journal of Education 42:4, pages 1-12.
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Xinyue Lu, Bethany Martens & Peter Sayer. (2022) Examining social class and multilingualism through the Linguistic Landscape. Linguistic Landscape. An international journal Linguistic Landscape / An international journal Linguistic Landscape 8:1, pages 32-55.
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Kristine Stenzel & Nicholas Williams. (2021) Toward an interactional approach to multilingualism: Ideologies and practices in the northwest Amazon. Language & Communication 80, pages 136-164.
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Mastin Prinsloo. (2021) Seeing like a state: Literacy and language standards in schools. Linguistics and Education 64, pages 100867.
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Maria Ruohotie-Lyhty, Rodrigo Camargo Aragão & Anne Pitkänen-Huhta. (2021) Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures. Teaching and Teacher Education 100, pages 103270.
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Werner Botha, Bertus Rooy & Susan Coetzee‐van Rooy. (2020) South African Englishes: A contemporary bibliography. World Englishes 40:1, pages 136-151.
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Susan Coetzee‐Van Rooy. (2020) Being English in multilingual South Africa. World Englishes 40:1, pages 98-120.
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Anne Pitkänen-Huhta & Anastasia Rothoni. (2018) Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices. Applied Linguistics Review 9:2-3, pages 333-364.
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Judith Purkarthofer. (2018) Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools. Applied Linguistics Review 9:2-3, pages 201-223.
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Jo Badenhorst & Retha van der Merwe. (2016) Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency. Journal of Asian and African Studies 52:7, pages 1040-1056.
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Lies Strobbe, Anouk Van Der Wildt, Piet Van Avermaet, Koen Van Gorp, Kris Van den Branden & Mieke Van Houtte. (2017) How school teams perceive and handle multilingualism: The impact of a school's pupil composition. Teaching and Teacher Education 64, pages 93-104.
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