https://orcid.org/0000-0001-7714-1926
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Merve Bozbıyık & Tom Morton. (2023) Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Anna Filipi & Mu-Sen Kevin Chuang. (2023) Chinese whispers: international Chinese students’ language practices in an anglophone Higher Education context. Classroom Discourse 14:3, pages 238-257.
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Olena Gundarina & James Simpson. (2022) A monolingual approach in an English primary school: practices and implications. Language and Education 36:6, pages 523-543.
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Ning An & Yongyan Zheng. (2022) Language learners as invisible planners: a case study of an Arabic language program in a Chinese university. Current Issues in Language Planning 23:4, pages 371-393.
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Marion Heron, Doris Dippold, Necmi Aksit, Tijen Aksit, Jill Doubleday & Kara McKeown. (2021) Tutors’ beliefs about language and roles: practice as language policy in EMI contexts. Teaching in Higher Education 0:0, pages 1-15.
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Anthony J. Liddicoat & Kerry Taylor-Leech. (2021) Agency in language planning and policy. Current Issues in Language Planning 22:1-2, pages 1-18.
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Annaliina Gynne. (2019) ‘English or Swedish please, no Dari!’ – (trans)languaging and language policing in upper secondary school’s language introduction programme in Sweden. Classroom Discourse 10:3-4, pages 347-368.
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Luk Van Mensel. (2018) ‘Quiere koffie?’ The multilingual familylect of transcultural families. International Journal of Multilingualism 15:3, pages 233-248.
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Yetunde S. Alabede. Individual Language Policy: Bilingual Youth in Vietnam, by Nguyen, T. T. T. (2022).. Journal of Language, Identity & Education 0:0, pages 1-3.
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Articles from other publishers (13)
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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Anna Mendoza, Laura Hamman‐Ortiz, Zhongfeng Tian, Shakina Rajendram, Kevin W. H. Tai, Wing Yee Jenifer Ho & Pramod K. Sah. (2023) Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework. TESOL Quarterly.
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Christine Hélot & Florence Bonacina-Pugh. (2023) Language education policies for young learners in Europe. European Journal of Language Policy 15:1, pages 5-24.
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Merve Bozbıyık & Ufuk Balaman. (2023) The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom. System 113, pages 103003.
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Christina Hedman & Ulrika Magnusson. (2023) Adjusting to linguistic diversity in a primary school through relational agency and expertise: a mother-tongue teacher team’s perspective. Multilingua 42:1, pages 139-164.
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Anthony J. Liddicoat. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Florence Bonacina-Pugh, Elisabeth Barakos & Qi Chen. (2022) Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’. Applied Linguistics Review 13:6, pages 1103-1125.
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Luyao Liang, Hui Li & Alice Chik. (2022) Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators’ Agency. Sustainability 14:21, pages 14212.
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Annika Norlund Shaswar. (2022) Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility. Multilingua 41:3, pages 341-358.
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Yalda M. Kaveh. (2021) Beyond Feel‐good Language‐as‐Resource Orientations: Getting Real about Hegemonic Language Practices in Monolingual Schools. TESOL Quarterly 56:1, pages 347-362.
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Emma DafouzUte Smit. (2021) English-medium education revisited. European Journal of Language Policy 13:2, pages 141-159.
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Florence Bonacina-Pugh, Ildegrada da Costa Cabral & Jing Huang. (2021) Translanguaging in education. Language Teaching 54:4, pages 439-471.
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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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