Citations (35)
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Attila Papp Z.Eszter Kovács & András Kováts. (2023) Unpacking the functions of institutions in an emerging diaspora: Hungarian weekend schools in the UK. Diaspora, Indigenous, and Minority Education 0:0, pages 1-14.
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Ester J. de Jong, Zach Coulter & Min-Chuan Tsai. (2023) Two-way bilingual education programs and sense of belonging: perspectives from middle school students. International Journal of Bilingual Education and Bilingualism 26:1, pages 84-96.
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Xiao Lan Curdt-Christiansen. (2022) Family language policy and school language policy: can the twain meet?. International Journal of Multilingualism 19:3, pages 466-475.
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Boglárka Straszer, Jenny Rosén & Åsa Wedin. (2022) Spaces for translanguaging in mother tongue tuition. Education Inquiry 13:1, pages 37-55.
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Sara Young. (2022) ‘They have a go at me, that I’m a good English guy. Well, I’m Polish as well’: how bilingual Polish adolescents in the UK negotiate the position of ‘linguistic expert’. The Language Learning Journal 50:1, pages 17-28.
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Maite Puigdevall, Joan Pujolar & Alba Colombo. (2022) ‘Linguistic safe spaces and stepping stones: rethinking mudes to Catalan through the lens of space’. Journal of Multilingual and Multicultural Development 43:1, pages 21-31.
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Ian Cushing, Alexandra Georgiou & Petros Karatsareas. (2021) Where two worlds meet: language policing in mainstream and complementary schools in England. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-17.
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Eseta Tualaulelei & Kerry Taylor-Leech. (2021) Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia. Diaspora, Indigenous, and Minority Education 15:2, pages 137-149.
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Clare Cunningham. (2020) When ‘home languages’ become ‘holiday languages’: teachers’ discourses about responsibility for maintaining languages beyond English. Language, Culture and Curriculum 33:3, pages 213-227.
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Xiao Lan Curdt-Christiansen. (2020) Educating migrant children in England: language and educational practices in home and school environments. International Multilingual Research Journal 14:2, pages 163-180.
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Clare Cunningham. (2019) ‘The inappropriateness of language’: discourses of power and control over languages beyond English in primary schools. Language and Education 33:4, pages 285-301.
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Latisha Mary & Andrea Young. (2018) Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France. Language, Culture and Curriculum 31:3, pages 318-332.
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Michael Evans & Yongcan Liu. (2018) The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England. Journal of Language, Identity & Education 17:3, pages 152-167.
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Latisha Mary & Andrea S. Young. (2017) Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication 17:4, pages 455-473.
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Justine Dakin. (2017) Incorporating cultural and linguistic diversity into policy and practice: case studies from an English primary school. Language and Intercultural Communication 17:4, pages 422-436.
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Tae Jin Kim, Li-Jen Kuo, Gloria Ramírez, Shuang Wu, Yu-Min Ku, Sharon de Marin, Alexis Ball & Zohreh Eslami. (2015) The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: a cross-linguistic study of classroom discourse. Language Awareness 24:4, pages 332-354.
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Kimberly Safford & Rose Drury. (2013) The ‘problem’ of bilingual children in educational settings: policy and research in England. Language and Education 27:1, pages 70-81.
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Jean Conteh. (2012) Families, pupils and teachers learning together in a multilingual British city. Journal of Multilingual and Multicultural Development 33:1, pages 101-116.
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Articles from other publishers (17)
Åsa Palviainen & Tiina Räisä. (2023) Digital communication as part of family language policy: the interplay of multimodality and language status in a Finnish context. Language Policy 22:4, pages 433-455.
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Ahyea (Alice) Jo, Stephanie Richardson & Ester J. de Jong. (2023) “I feel really special and proud that I am bilingual”: Exploring a second-generation Korean American bilingual adolescent’s emotions and sense of belonging through family language policy. International Journal of Bilingualism 27:2, pages 199-216.
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Elizabeth J. Erling, Anouschka Foltz, Felicitas Siwik & Michael Brummer. (2022) Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility. Languages 7:3, pages 186.
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Leona Harris, Niki Davis, Una Cunningham, Lia de Vocht, Sonja Macfarlane, Nikita Gregory, Saili Aukuso, Tufulasifa’atafatafa Taleni & Jan Dobson. (2018) Exploring the Opportunities and Challenges of the Digital World for Early Childhood Services with Vulnerable Children. International Journal of Environmental Research and Public Health 15:11, pages 2407.
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