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Citations (14)
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Alfonso Del Percio. (2023) Speeding up, slowing down. Language, temporality and the constitution of migrant workers as labour force. International Journal of Bilingual Education and Bilingualism 26:10, pages 1197-1209.
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Ann Dashwood, Jeong-Bae Son & Sang-Soon Park. (2023) Social connectedness in a community-based language and culture programme: voices of volunteer tutors. Language, Culture and Curriculum 36:4, pages 457-470.
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Amanda J. Lubit. (2022) A Mother’s Experience of Asylum: Conflicting Temporalities, Belonging, and Evolving Care Relations. Journal of Intercultural Studies 43:4, pages 464-479.
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Sara Ganassin & Tony Johnstone Young. (2020) From surviving to thriving: ‘success stories’ of highly skilled refugees in the UK. Language and Intercultural Communication 20:2, pages 125-140.
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Miguel Pérez-Milans. (2020) Transnational trajectories of multilingual workers: emerging geographies and spatialising practices of mutant sovereignty. International Journal of Multilingualism 17:1, pages 97-106.
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Mi-Cha Flubacher. (2020) ‘Selling the self’: packaging the narrative trajectories of workers for the labour market. International Journal of Multilingualism 17:1, pages 30-45.
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Articles from other publishers (8)
Ildikó Zakariás & Nora Al-Awami. (2023) Adult Migrants’ Language Training in Austria: The Role of Central and Eastern European Teachers. Social Inclusion 11:4, pages 69-79.
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Niroshan Ramachandran & Zana Vathi. (2022) Social Connection, (Im)material Gains and Experiences of Inclusion of Asylum Seekers’ and Refugees’ Volunteering in Glasgow. Journal of International Migration and Integration 24:2, pages 843-863.
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Yifat Faran, Lea Zanbar & Vered Slonim-Nevo. (2023) Does social capital reduce the psychological distress and improve the wellbeing of asylum seekers? Evidence from Israel. International Journal of Intercultural Relations 93, pages 101777.
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Ilona Rinne, Ulla Lundqvist, Björn Friis Johannsen & Ali Yildirim. (2023) “When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education. Teaching and Teacher Education 122, pages 103958.
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Julia Jakob. (2022) Wofür Deutsch lernen? Die Konstruktion der Bildungsziele von ÖIF-Kursen im politischen Diskurs. ÖDaF-Mitteilungen 38:1–2, pages 189-205.
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Joseph Sung-Yul Park. (2021) Figures of personhood: time, space, and affect as heuristics for metapragmatic analysis. International Journal of the Sociology of Language 2021:272, pages 47-73.
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Sari Pöyhönen & James Simpson. (2020) Contesting language policy for asylum seekers in the Northern periphery: the story of Tailor F. Language Policy 20:2, pages 261-285.
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Bong-Gi Sohn & Mia Kang. (2021) “We contribute to the development of South Korea”: Bilingual womanhood and politics of bilingual policy in South Korea. Multilingua 40:2, pages 175-198.
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