(2001) Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe Publishing. Retrieved on 13 June 2022 from https://rm.coe.int/16802fc1bf
(2021) Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters.
Douglas Fir Group
(2016) A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal,
100
(S1), 19–47.
Herdina, Philip, & Jessner, Ulrike
(2002) A Dynamic Model of Multilingualism. Perspectives of Change in Psycholinguistics. Multilingual Matters, 1211. Clevedon: Cromwell Press Limited.
Heugh, K.
(2021) Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In P. Harding-Esch & H. Coleman (Eds.), Language and the sustainable development goals (pp. 33–43). British Council.
Jessner, U.
(2018) Metacognition in multilingual learning. A DMM perspective. In Å. Haukås, C. Bjørke, & M. Dypedahl (Eds.), Metacognition in language learning and teaching (pp. 31–47). Routledge.
Jessner, U.
(2021) Use it or lose it! Was bleibt von den Fremdsprachenkenntnissen nach der Schule?Zeitschrift für Interkulturellen Fremdsprachenunterricht,
26
(2), 119–142.
Man Chu Lau, & Van Viegen, S.
(2020) Plurilingual Pedagogies?: critical and creative endeavors for equitable language in education. Springer.
Natri, T., & Räsänen, A.
(2015) Developing a conceptual framework: The case of MAGICC. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices of pedagogical development: Expanding, enhancing and exploring higher education language learning (pp. 85–102). Research-publishing.net.
Phipps, A.
(2019) Decolonising multilingualism: Struggles to decreate. Multilingual Matters.
Pratt, M. L.
(1991) Arts of the contact zone. Profession91
1 (pp. 33–40). MLA.