Citations (26)
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Tuuli From, Harriet Zilliacus, Gunilla Holm & Kirsi Wallinheimo. (2023) Students’ Orientations Towards Multilingualism and Social Justice in a Swedish-medium University Degree Program in Educational Sciences in Finland. Journal of Language, Identity & Education 22:6, pages 619-633.
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Ronald Fuentes & Inmaculada Gómez Soler. (2023) Instructors’ navigation and appropriation of gender-inclusive Spanish at a U.S. University. Current Issues in Language Planning 24:5, pages 534-553.
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Elisa Repo. (2023) Towards language-aware pedagogy? experiences of students in multilingual Finnish schools. Language and Education 37:4, pages 460-482.
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Salla-Maaria Suuriniemi & Henri Satokangas. (2023) Linguistic landscape of Finnish school textbooks. International Journal of Multilingualism 20:3, pages 850-868.
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Wei Keong Too. (2023) ‘People are already doing it’: Malaysian English language teachers’ perceptions on translanguaging. Asian Englishes 25:2, pages 192-205.
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Soili Norro. (2021) Namibian Teachers’ Beliefs about Medium of Instruction and Language Education Policy Implementation. Language Matters 52:3, pages 45-71.
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Josephine Moate, Liisa Lempel, Anu Palojärvi & Tea Kangasvieri. (2021) Teacher development through language-related innovation in a decentralised educational system. Professional Development in Education 0:0, pages 1-16.
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Judith Ansó Ros, Minna Maijala & Nelli Valkamo. (2021) The role of the teacher in heritage language maintenance courses in Finland. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Jonas Yassin Iversen. (2020) Pre-service teachers’ translanguaging during field placement in multilingual, mainstream classrooms in Norway. Language and Education 34:1, pages 51-65.
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Articles from other publishers (17)
Leonie Gaiser. (2023)
“That’s not Arabic,
ya ḥabībi
, it’s Libyan!”: Negotiating language boundaries, hierarchies, and policies in Arabic supplementary schools
. Journal of Arabic Sociolinguistics 1:2, pages 182-205.
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Polina Vorobeva. (2023) Hesitant versus confident family language policy: a case of two single-parent families in Finland. Multilingua 42:4, pages 589-619.
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Elisa Repo, Riia Kivimäki, Niina Kekki & Jenni Alisaari. (2023)
“
We thought about it together and the solution came to our minds
”: languaging linguistic problem-solving in multilingual Finnish classrooms
. International Review of Applied Linguistics in Language Teaching 61:2, pages 415-447.
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Minna Maijala, Leena Maria Heikkola, Salla-Riikka Kuusalu, Päivi Laine, Maarit Mutta & Katja Mäntylä. (2023) Pre-service language teachers’ perceptions of sustainability and its implementation in language teaching. Language Teaching Research, pages 136216882311706.
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Latifah Tiara Meilanny & Fitri Puji Rahmawati. 2023. Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022). Proceedings of the International Conference on Learning and Advanced Education (ICOLAE 2022)
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Gede E. Putrawan, Mahpul, Tuntun Sinaga, Son K. Poh & Olga V. Dekhnich. (2022) Beliefs about Multilingualism with Respect to Translanguaging: A Survey among Pre-Service EFL Teachers in Indonesia. Integration of Education 26:4, pages 756-770.
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Reinelio Morales Llano. (2022) Política lingüística, bilingüismo y rol del maestro de inglés: una revisión desde el entorno global al contexto colombiano. Colombian Applied Linguistics Journal 24:2.
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Heli Vigren, Jenni Alisaari, Leena Maria Heikkola, Emmanuel O. Acquah & Nancy L. Commins. (2022) Teaching immigrant students: Finnish teachers' understandings and attitudes. Teaching and Teacher Education 114, pages 103689.
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Christine Möller-Omrani & Ann-Kristin H. Sivertsen. (2022) Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness. Languages 7:2, pages 109.
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Bronwen J. Cohen & Wenche Rønning. (2021) Valuing the whole community: Children, schools and language. Children & Society 36:3, pages 305-320.
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Åsa Palviainen & Xiao Lan Curdt-Christiansen. 2022. Handbook of Early Language Education. Handbook of Early Language Education
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Eliane Lorenz, Anna Krulatz & Eivind Nessa Torgersen. (2021) Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice. Teaching and Teacher Education 105, pages 103428.
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Inmaculada Gómez Soler & Ronald Fuentes. (2021) Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools. Foreign Language Annals 54:1, pages 91-113.
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Nikolett Szelei, Ana Sofia Pinho & Luís Alexandre da Fonseca Tinoca. (2021) Teaching in multilingual classrooms: strategies from a case study in Portugal. Revista Brasileira de Educação 26.
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Tuuli From. (2020) ‘We are two languages here.’ The operation of language policies through spatial ideologies and practices in a co-located and a bilingual school. Multilingua 39:6, pages 663-684.
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Durk Gorter & Eli Arocena. (2020) Teachers’ beliefs about multilingualism in a course on translanguaging. System 92, pages 102272.
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