Acceso usuarios
The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition
Hsueh Chu Chen, Jing Xuan Tian
págs. 1-17
Yan Huang, Mengmeng Wang, Hengyi Rao
págs. 18-35
Strategies used in learning Chinese vocabulary by adolescent Mandarin-Korean bilinguals in Korea
Hugo Wing Yu Tam, Sun A. Kim
págs. 36-59
Lexical production and organisation in L2 EFL and L3 EFL learners: a distributional semantic analysis of verbal fluency
Almudena Fernández Fontecha, Rosa María Jiménez Catalán, James Ryan
págs. 60-77
Musical aptitude and silent reading fluency in adult multilingual learners of Spanish: an exploratory study
Helena Legaz Torregrosa, Francisco H. Machancoses, Kris Buyse, María del Carmen Fonseca Mora
págs. 78-91
The relationship between the perception and production of L2 and L3 rhotics in young multilinguals: an exploratory cross-linguistic study
Magdalena Wrembel, Ulrike Gut, Romana Kopeckova, Anna Balas
págs. 92-111
‘I think mangiò might be passé simple’: exploring multilingual learners’ reflections on past tense verb morphology
Francesco Vallerossa
págs. 112-130
págs. 131-148
págs. 149-168
Interference: a case study of lexical borrowings in international sign interpreting
Aurélia Nana Gassa Gonga, Onno Crasborn, Ellen Ormel
págs. 169-188
Romance languages and EFL: friends or foes? A study on the effects of romance intercomprehension training on plurilingual competence and EFL reading skills in young learners
Giovanna Arenare, Encarnación Carrasco Perea, Carmen López Ferrero
págs. 189-208
Twenty years’development of translanguaging: a bibliometric analysis
Sun Xin, Wang Ping, Yingli Qin
págs. 209-235
Abu Saleh Mohammad Rafi, Anne Marie Morgan
págs. 236-257
Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language
Maria Orcasitas Vicandi, Andrea Perales Fernández de Gamboa
págs. 258-278
Creativity vs. misinterpretation in translanguaging contexts: perspectives of multilingual/bilingual addressees
Yanmei Han
págs. 279-297
Hong Zhang
págs. 298-324
págs. 325-345
Language, communication, and the COVID-19 pandemic: criticality of multi-lingual education
Papia Sengupta
págs. 346-359
págs. 360-378
The multiple resources of refugee students: a language portrait inquiry
Reiko Yoshida, Sue Nichols
págs. 379-399
págs. 400-417
Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England
Linda Fisher, Michael Evans, Karen Forbes, Angela Gayton, Y. C. Liu, Dieuwerke Rutgers
págs. 418-438
How community and family support bilingual language development: insights from bilingual Canadian families
Andrea A.N. MacLeod, Natacha Trudeau, Pascal Lefebvre, Myriam L. H. Beauchamp, Phyllis Schneider, Ann Sutton, Daniel Bérubé
págs. 439-463
Rena Helms-Park, Claudia Petrescu, Mihaela Pirvulescu, Vedran Dronjic
págs. 464-488
Linguistic landscape in transnational areas: a comparative study of African and Korean neighbourhoods in Guangzhou
Cecily Ran Liao, Brian Hok-Shing Chan
págs. 489-515
págs. 516-533
Educators’ Experiences of using multilingual pedagogies during emergency remote teaching: a case study of South African universities
Sisanda Nkoala
págs. 534-547
págs. 548-558
Transnational narratives of ecological socialisation: exploring multilingual international students’ sociospatial practices through interview conversations
Mei-Ya Liang
págs. 559-573
Anna Becker
págs. 574-587
