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International Journal of Multilingualism Volume 18, 2021 - Issue 4: Socially just plurilingual education in Europe: Shifting subjectivities through research and action
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Articles

Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students

Marilisa Birelloa Department of Language and Literature Teaching, Universitat Autònoma de Barcelona, Bellaterra, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3744-7645View further author information
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Júlia Llompart-Esberta Department of Language and Literature Teaching, Universitat Autònoma de Barcelona, Bellaterra, Spain;b Faculty of Education Sciences, UAB, SpainORCID Iconhttps://orcid.org/0000-0002-5367-2463View further author information
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Emilee Moorea Department of Language and Literature Teaching, Universitat Autònoma de Barcelona, Bellaterra, Spain;b Faculty of Education Sciences, UAB, SpainORCID Iconhttps://orcid.org/0000-0003-0112-4251View further author information
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Pages 586-600 | Received 16 Dec 2020, Accepted 03 Mar 2021, Published online: 02 Apr 2021

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Read on this site (3)

Zeina Maatouk & Caroline Payant. (2022) The pertinence and feasibility of implementing a plurilingual approach in Quebec, Canada: the beliefs of pre-service ESL teachers. International Journal of Bilingual Education and Bilingualism 25:10, pages 3685-3697.
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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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Anne Kultti. (2022) Globalising early childhood education (GECE). International Journal of Multilingualism 0:0, pages 1-11.
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Articles from other publishers (2)

Theresé Tishakov & Dina Tsagari. (2022) Language Beliefs of English Teachers in Norway: Trajectories in Transition?. Languages 7:2, pages 141.
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Chiew Hong Ng & Yin Ling Cheung. 2022. English Language Teaching. English Language Teaching 11 31 .

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