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Tuuli From, Harriet Zilliacus, Gunilla Holm & Kirsi Wallinheimo. (2023) Students’ Orientations Towards Multilingualism and Social Justice in a Swedish-medium University Degree Program in Educational Sciences in Finland. Journal of Language, Identity & Education 22:6, pages 619-633.
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Elisa Repo. (2023) Towards language-aware pedagogy? experiences of students in multilingual Finnish schools. Language and Education 37:4, pages 460-482.
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Xiruo Tang & Yongyan Zheng. (2023) Unpacking complex language ideologies toward heritage language maintenance: a case of Chinese migrant families in the US. International Multilingual Research Journal 0:0, pages 1-18.
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Mikel Gartziarena, Nerea Villabona & Beñat Olave. (2023) In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country. Language and Education 0:0, pages 1-15.
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Hakan Dursun, Orhan Agirdag & Ellen Claes. (2023) Unpacking preservice teachers’ beliefs about students’ home languages: what matters in initial teacher education?. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Gyrid Øyen & Trine Kvidal-Røvik. (2023) Contextual sites of acknowledgement? Kven heritage and contemporary identity articulation processes. Acta Borealia 40:1, pages 1-18.
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Jonas Yassin Iversen. (2020) Pre-service teachers’ translanguaging during field placement in multilingual, mainstream classrooms in Norway. Language and Education 34:1, pages 51-65.
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Christine Möller-Omrani & Ann-Kristin H. Sivertsen. (2022) Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness. Languages 7:2, pages 109.
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Caroline Payant & Philippa Bell. (2022) “Very easy, it’s an English class, therefore they should not rely on a French text”. Language Teaching for Young Learners 4:1, pages 143-170.
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Bin Ai, Xueshan Li & Guofang Li. (2022) When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools. SAGE Open 12:1, pages 215824402210799.
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Raees Calafato. (2020) Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education 55:4, pages 602-617.
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Nina Woll. (2020) Towards crosslinguistic pedagogy: Demystifying pre-service teachers’ beliefs regarding the target-language-only rule. System 92, pages 102275.
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