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Yeji Han. (2023) Motivations for Learning Korean in Vietnam: L2 Selves and Regulatory Focus Perspectives. Journal of Language, Identity & Education 22:6, pages 559-573.
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Lefan Wang. (2023) The motivational dynamics of learning a foreign language of limited ethnolinguistic vitality during a study abroad. International Journal of Multilingualism 20:3, pages 932-949.
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Elizabeth G. Bailey, Abigail Parrish & Nicola J. Pierce. (2023) ‘Having a decent understanding of more than one language’: exploring multilingualism with secondary school students in England. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Tianyi Wang & Linda Fisher. (2023) Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self. International Journal of Multilingualism 20:2, pages 130-152.
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Saeed Nourzadeh, Jalil Fathi & Hossein Davari. (2023) An examination of Iranian learners’ motivation for and experience in learning Korean as an additional language. International Journal of Multilingualism 20:2, pages 115-129.
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Alastair Henry. (2023) Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context. International Journal of Multilingualism 20:2, pages 97-114.
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Kayoko Mayumi & Ying Zheng. (2023) Becoming a speaker of multiple languages: an investigation into UK university students’ motivation for learning Chinese. The Language Learning Journal 51:2, pages 238-252.
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Xinran Wu & Karen Forbes. (2022) Multilingual Identity in Schools: A Q Methodological Study with Chinese LOTE-as-L3 Learners in International and Public High School Contexts. Journal of Language, Identity & Education 0:0, pages 1-17.
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Meng Liu. (2022) The emotional basis of the ideal multilingual self: the case of simultaneous language learners in China. Journal of Multilingual and Multicultural Development 43:7, pages 647-664.
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Josefine Jahreie. (2022) The standard school-ready child: the social organization of ‘school-readiness’. British Journal of Sociology of Education 43:5, pages 661-679.
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André Storto. (2022) ‘To be multilingual means … ’: exploring a participatory approach to multilingual identity with schoolchildren†. International Journal of Multilingualism 0:0, pages 1-21.
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Åsta Haukås, André Storto & Irina Tiurikova. (2022) School students’ beliefs about the benefits of multilingualism. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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L. Fisher, M. Evans, K. Forbes, A. Gayton, Y. Liu & D. Rutgers. (2022) Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England. International Journal of Multilingualism 0:0, pages 1-21.
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Dieuwerke Rutgers, Michael Evans, Linda Fisher, Karen Forbes, Angela Gayton & Yongcan Liu. (2021) Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England. Journal of Language, Identity & Education 0:0, pages 1-18.
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Josefine Jahreie. (2021) The ambivalence of assessment — Language assessment of minority-language children in early childhood education and care. European Early Childhood Education Research Journal 29:5, pages 715-732.
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Åsta Haukås, André Storto & Irina Tiurikova. (2021) Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity. The Language Learning Journal 49:4, pages 404-419.
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Nourollah Zarrinabadi & Ensieh Khodarahmi. (2021) Some antecedents of directed motivational currents in a foreign language. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Angelica Galante & John Wayne N. dela Cruz. (2021) Plurilingual and pluricultural as the new normal: an examination of language use and identity in the multilingual city of Montreal. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Cinzia Novara, Elisabetta Di Giovanni, Gaetano Di Napoli & Gioacchino Lavanco. (2021) What Are the Success Factors of Multilingual Families? Relationships Between Linguistic Attitudes and Community Dynamics. World Futures 77:4, pages 285-307.
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Linda Fisher, Michael Evans, Karen Forbes, Angela Gayton & Yongcan Liu. (2020) Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation. International Journal of Multilingualism 17:4, pages 448-466.
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