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International Journal of Bilingual Education and Bilingualism Volume 17, 2014 - Issue 6: Bi/Multilingual Identity in South Africa
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Articles

Constructing identities in a linguistically diverse learning context

Pinky MakoeDepartment of English Studies, University of South Africa, Pretoria, South AfricaCorrespondence[email protected]
Pages 654-667 | Received 22 May 2013, Accepted 26 Aug 2014, Published online: 04 Sep 2014

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Read on this site (5)

Yilu Yang. (2023) The role of heritage language in multiple dimensions of ethnic identity: a case study of Chinese-Australian adolescents. International Journal of Multilingualism 0:0, pages 1-24.
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Wanyu Amy Ou & Mingyue Michelle Gu. (2021) Language socialization and identity in intercultural communication: experience of Chinese students in a transnational university in China. International Journal of Bilingual Education and Bilingualism 24:3, pages 419-434.
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Jingyue Maeder-Qian. (2018) Intercultural experiences and cultural identity reconstruction of multilingual Chinese international students in Germany. Journal of Multilingual and Multicultural Development 39:7, pages 576-589.
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Xolisa Guzula, Carolyn McKinney & Robyn Tyler. (2016) Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces. Southern African Linguistics and Applied Language Studies 34:3, pages 211-226.
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Christa van der Walt. (2014) Special issue on bi/multilingual identity in South Africa. International Journal of Bilingual Education and Bilingualism 17:6, pages 635-637.
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Articles from other publishers (6)

Behnam Soltani, Ly Tran & Amir Reza. (2022) Being and becoming an international student: the inter-relation between language socialization and identities. Educational Linguistics 1:2, pages 238-266.
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Yilu YangYilu Yang. 2022. Chinese Language Use by School-Aged Chinese Australians. Chinese Language Use by School-Aged Chinese Australians 203 236 .
Dumisile N. Mkhize. 2022. Language and Institutional Identity in the Post-Apartheid South African Higher Education. Language and Institutional Identity in the Post-Apartheid South African Higher Education 11 31 .
Olga Shivairová, Alena Kajanová & Tomáš Mrhálek. (2021) Romská identita. Anthropologia integra 12:1, pages 31-35.
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Kathryn I. Henderson. (2017) Teacher language ideologies mediating classroom-level language policy in the implementation of dual language bilingual education. Linguistics and Education 42, pages 21-33.
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Diane Haager & Terese C. Aceves. 2017. The Wiley Handbook of Diversity in Special Education. The Wiley Handbook of Diversity in Special Education 183 205 .

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