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Alice Chik & Silvia Melo-Pfeifer. (2023) Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers. Language Awareness 0:0, pages 1-19.
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Ying Wu & Rita Elaine Silver. (2023) Trilingualism, Education and Ethnic Language Subjectivities. Journal of Language, Identity & Education 0:0, pages 1-22.
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Adrian Lundberg & Hanne Brandt. (2023) Teachers’ beliefs about multilingualism: novel findings and methodological advancements: introduction to special issue. International Journal of Multilingualism 20:1, pages 1-10.
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Fiona Smythe. (2022) School inclusion, young migrants and language. Success and obstacles in mainstream learning in France and New Zealand. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Articles from other publishers (6)
Elizabeth J. Erling, Anouschka Foltz, Felicitas Siwik & Michael Brummer. (2022) Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility. Languages 7:3, pages 186.
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Theresé Tishakov & Dina Tsagari. (2022) Language Beliefs of English Teachers in Norway: Trajectories in Transition?. Languages 7:2, pages 141.
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Farah Hussan Sahib & Mahani Stapa. (2022) Global trends of the Common European Framework of Reference: A bibliometric analysis. Review of Education 10:1.
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Elizabeth J., Marie Gitschthaler & Susanne Schwab. (2022) Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria. European Journal of Educational Research 11:1, pages 573-586.
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Caroline Payant & Michael Zuniga. (2022) Introduction : dimensions sociales, émotionnelles et cognitives dans l’apprentissage des langues additionnelles. La Revue de l’AQEFLS: Revue de l’Association québécoise des enseignants de français langue seconde 35:1.
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O. Polyakova & L. de Ros Cócera. (2022) Educational Breakout and Sustainable CLIL Teacher Training. Psychological Science and Education Психологическая наука и образование 27:2, pages 96-107.
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