About this journal

The Journal of Multilingual and Multicultural Development is a cross-disciplinary journal for researchers from diverse scholarly and geographical backgrounds. It is concerned with macro-level coverage of topics in the sociology and social psychology of language, and in language and cultural politics, policy, planning and practice. Authors are encouraged to reject a deficit view of multilingualism and hence avoid terms such as 'native speaker, non-native speaker' and use neutral terms such as 'L1 user, LX user' instead.

The journal welcomes submissions on the many ramifications of these broad themes:

• Language planning and policy
• Ethnicity and nationalism
• Identity politics (with its linguistic, religious and other markers)
• Languages and cultures in contact
• Intertwinings among language, culture and religion
• Multiple language learning (not just second language acquisition)
• Bilingual and multilingual accommodations
• Programmes and policies of multiculturalism and pluralism
• Language rights (group and individual)
• Reading and literacy
• Collective identity and its “markers”
• Minority-group dynamics
• Educational provisions for languages and cultures
• Endangered languages
• Emotions in Multilinguals
• Multilingual learner emotions

We will no longer process papers on English Foreign Language learning.  

Contributions that allow generalisation across settings are particularly welcome, as are those that embed the discussion in social and historical context.

Peer Review Policy
All submitted manuscripts are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous expert referees. All peer review is double anonymized and submission is online via ScholarOne Manuscripts. Where the Editor has a competing interest with a paper, that paper will be assigned to a board member/associate editor, who will handle the review process.

Editor Jean-Marc Dewaele, Institue to Education, University College London; Birkbeck, University of London
E-mail: [email protected]

Associate Editor  Dr. Chengchen Li, Huazhong University of Science and Technology
E-mail:  [email protected] 
 
Book Reviews Editor  John Edwards, Senior Research Professor (St Francis Xavier University) and
Adjunct Professor, Graduate Studies (Dalhousie University)
E-mail: [email protected]


Editorial Board:
Peter Auer, University of Freiburg, Germany
Thomas Bak, University of Edinburgh, UK
Colin Baker, University of Bangor, UK
Raphael Berthele, University of Fribourg, Switzerland 
Kees de Bot, University of Nijmegen, The Netherlands
Elouise Botes, University of Luxembourg, Luxembourg
Louisa Buckingham, University of Auckland, New Zealand
Catherine Caldwell-Harris, Boston University, USA
Richard Clément, University of Ottawa, Canada
Xiao Lan Curdt-Christiansen, University of Bath, UK
Eirlys Davies, Université Abdelmalek Essaadi, Morocco
Marko Dragojevic, University of Kentucky, USA
Thomas Hylland Eriksen, University of Oslo, Norway
Julia Festman, Pedagogical University Tyrol, Austria
DONG Jie, Tsinghua University, China
Xuesong (Andy) Gao, University of New South Wales, Australia
Howard Giles, University of California, Santa Barbara, USA, and University of Queensland, Australia
Durk Gorter, University of the Basque Country, Spai
François Grin, Université de Genève, Switzerland
Alastair Henry, University West, Sweden
David Lasagabaster Herrarte, University of the Basque Country, Spain
Gabrielle Hogan-Brun, Vytautas Magnus University, Kaunas, Lithuania
Janet Holmes, Victoria University, Wellington, New Zealand
Sjaak Kroon, University of Tilburg, The Netherlands
Will Kymlicka, Queen's University, Kingston, Canada
Hans Ladegaard, Hong Kong Polytechnic University, Hong Kong
Elisabeth Lanza, University of Oslo, Norway 
Jackie Lia Lou, Birkbeck, University of London, UK
Raj Mesthrie, University of Cape Town, South Africa
Tariq Modood, University of Bristol, UK
Salikoko Mufwene, University of Chicago, USA
Kim Noels, University of Alberta, Canada  
Bonny Norton, University of British Columbia, Canada
Tadhg ÓhIfearnáin, National University of Ireland, Galway, Ireland
Simone Pfenninger, University of Salzburg, Austria 
Greg Poarch, University of Groningen, Netherlands 
Loredana Polezzi, Cardiff University, UK
Suzanne Quay, International Christian University, Japan
SHEN Qi, Tongji University, China
Li Wei, UCL Institute of Education, University of London, UK
Ren Wei, Beihang University, Beijing, China
Anastassia Zabrodskaja- Tallinn University, Estonia