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Zainab Aldawood, Linda Hand & Elaine Ballard. (2023) Language learning environments for Arabic-speaking children in New Zealand: Family demographics and children’s Arabic language exposure. Speech, Language and Hearing 26:4, pages 266-277.
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Claudine Kirsch & Lisandre Bergeron-Morin. (2023) Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study. International Journal of Multilingualism 20:4, pages 1386-1403.
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Jordi Solsona-Puig, Clara Sansó Galiay, Fernando Rodríguez-Valls & Judit Janés Carulla. (2023) Plurilingualism within the global village: A comparative analysis of California and Catalonia attempts for linguistic equity. Review of Education, Pedagogy, and Cultural Studies 45:3, pages 256-284.
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Brecht Peleman, Hester Hulpia & Lisandre Bergeron-Morin. (2023) Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development. Early Years 43:3, pages 669-682.
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Yvonne Stolk, Ida Kaplan & Josef Szwarc. (2023) Majority language acquisition by children of refugee background: a review. International Journal of Inclusive Education 0:0, pages 1-24.
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Lillian K. Durán, Lisa M. López, Alisha K. Wackerle-Hollman, Alejandra Miranda, Brooke Sawyer & Carol Scheffner Hammer. (2023) Look who’s talking now: Examining language use with dual language learners in preschool classrooms. Bilingual Research Journal 46:1-2, pages 25-46.
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Kathleen Colantonio-Yurko, Marium Abugasea Heidt & Janka Szilagyi. (2023) Third Culture and Cross-Cultural Kids: Supporting Bi/Multilingual Students with Many Cultural Identities and Experiences. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 96:2, pages 52-60.
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Valentina Carbonara, Andrea Scibetta & Jacopo Torregrossa. (2023) The benefits of multilingual pedagogies for multilingual children’s narrative abilities. International Journal of Multilingualism 0:0, pages 1-25.
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N.V. Shaharban, B. Rangaiah & D. Thirumeni. (2023) Executive control functions and theory of mind among plurilingual adults. Journal of Cognitive Psychology 35:1, pages 22-35.
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Sherlie Paz, Alliete R. Alfano, Angela M. Medina & Timothy Hayes. (2023) Speech-language pathologists’ perceptions of childhood bilingualism. Clinical Linguistics & Phonetics 0:0, pages 1-20.
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Tamra W. Ogletree & Robert A. Griffin. (2023) Discourses Surrounding Latinx Students and Families among Literacy Educators. Journal of Latinos and Education 22:1, pages 387-401.
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Assel Kambatyrova. (2022) Parents’ language ideologies in the context of trilingual education policy in Kazakhstan. International Journal of Multilingualism 0:0, pages 1-17.
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Jin Kim & Hae Min Yu. (2022) Home-Based Parent Involvement, Parental Warmth, and Kindergarten Outcomes Among Children of Immigrant Parents. Early Education and Development 0:0, pages 1-25.
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Andrew J. Bibler. (2022) Language immersion and student achievement. Education Economics 30:5, pages 451-464.
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Anna Trebits, Martin J. Koch, Katharina Ponto, Ann-Christin Bruhn, Marie Adler & Kristin Kersten. (2022) Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings. International Journal of Bilingual Education and Bilingualism 25:7, pages 2668-2681.
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Liliana Tolchinsky, Melina Aparici & Hugo Vilar. (2022) Macro- and micro-developmental changes in analytical writing of bilinguals from elementary to higher education. International Journal of Bilingual Education and Bilingualism 25:7, pages 2511-2526.
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Rosa M. Rodríguez-Izquierdo. (2022) Monolingual ideologies of Andalusian teachers in the multilingual schools’ context. International Journal of Bilingual Education and Bilingualism 25:7, pages 2482-2494.
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Max Antony-Newman. (2022) The role of plurilingual parenting in parental engagement of immigrant families. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson & Shane R. Jimerson. (2022) Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity. School Psychology Review 51:4, pages 387-391.
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Alisha Wackerle-Hollman, Lillian Durán, Alejandra Miranda, Carlos Chávez, Michael Rodriguez & Norma Medina Morales. (2022) Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children. School Psychology Review 51:4, pages 406-426.
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Anne-Mieke M.M. Thieme, Kyra Hanekamp, Sible Andringa, Josje Verhagen & Folkert Kuiken. (2022) The effects of foreign language programmes in early childhood education and care: a systematic review. Language, Culture and Curriculum 35:3, pages 334-351.
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Tjaša Dražnik, Júlia Llompart-Esbert & Mari Bergroth. (2022) Student teachers’ expressions of ‘fear’ in handling linguistically diverse classrooms. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Holly L. Griskell, Perla B. Gámez & Nonie K. Lesaux. (2022) Bi-literacy and motivation as predictors of bilingual students’ talk during classroom discussion. International Journal of Bilingual Education and Bilingualism 25:5, pages 1665-1680.
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Anne Kultti. (2022) Globalising early childhood education (GECE). International Journal of Multilingualism 0:0, pages 1-11.
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Orly Haim & Michal Tannenbaum. (2022) Teaching English to multilingual immigrant students: understanding teachers’ beliefs and practices. Teachers and Teaching 28:4, pages 420-439.
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Ruth Fielding. (2022) Language teaching in monolingual policy settings: teacher views of successful language learning and effective language programmes. The Language Learning Journal 50:3, pages 344-359.
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Si Chen, Jing Zhao, Laura de Ruiter, Jing Zhou & Jinzhen Huang. (2022) A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement. International Journal of Bilingual Education and Bilingualism 25:4, pages 1212-1229.
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Shim Lew & Jayoung Choi. (2022) Addressing unsolved educational problems about linguistically diverse children: perspectives of early childhood educators in South Korea. International Journal of Bilingual Education and Bilingualism 25:4, pages 1194-1211.
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Ruth Fielding & Lesley Harbon. (2022) Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programmes. International Journal of Bilingual Education and Bilingualism 25:3, pages 997-1020.
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Wei Tao & Haibo Gu. (2022) Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents. International Journal of Bilingual Education and Bilingualism 25:1, pages 382-384.
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Azar Abizada & Sevinj Seyidova. (2021) The effect of the Russian language immersion on academic achievement of students whose mother tongue is Azerbaijani. Innovation: The European Journal of Social Science Research 0:0, pages 1-18.
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Robert A. Griffin, Lama K. Farran & Diana Mindrila. (2020) Reading Motivation in Bi/Multilingual Latinx Adolescents: An Exploratory Structural Equation Model. Reading Psychology 41:8, pages 856-892.
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Maria Lobytsyna, Josephine Moate & Robyn Moloney. (2020) Being a good neighbour: developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study. Language and Intercultural Communication 20:6, pages 621-636.
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Allison B. Ratto, Deborah Potvin, Ashley A. Pallathra, Laura Saldana & Lauren Kenworthy. (2020) Parents report fewer executive functioning problems and repetitive behaviors in young dual-language speakers with autism. Child Neuropsychology 26:7, pages 917-933.
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Matthew Quirk, Sruthi Swami, Gustavo Loera & Sergio Garcia. (2020) Latinx Adolescents’ Reading Motivation Profiles and Associations with Higher Education Aspirations. Literacy Research and Instruction 59:3, pages 218-239.
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Patricia Martínez-Álvarez. (2020) Essential constructs in the preparation of inclusive bilingual education teachers: Mediation, agency, and collectivity. Bilingual Research Journal 43:3, pages 304-322.
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Jessica Cano & Nadeen Teresa Ruiz. (2020) “Wait! I don’t get it! Can we translate?”: Explicit collaborative translation to support emergent bilinguals’ reading comprehension in the intermediate grades. Bilingual Research Journal 43:2, pages 157-177.
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Jaclyn M. Dynia, Kelly M. Purtell, Laura M. Justice, Amy S. Pratt & Maria J. Hijlkema. (2020) Home Literacy Environments in Maya Communities in the Yucatan Peninsula. Early Education and Development 31:3, pages 411-425.
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Dominik Rumlich. (2020) Bilingual education in monolingual contexts: a comparative perspective. The Language Learning Journal 48:1, pages 115-119.
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Sarah MacQuarrie & Fiona Lyon. (2019) A consideration of the inequalities apparent in Gaelic medium education linked to appropriate language assessment: an outline of the field and potential future directions. Educational Review 71:3, pages 350-361.
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