Volume 35, Issue 1 (2022)Multilingual education or How to learn to teach multilingual learning
Edited by Eva Vetter & Nikolay Slavkov
University of Vienna | University of Ottawa
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Introduction: How to learn to teach multilingual learningEva Vetter & Nikolay Slavkov | pp. 1–11
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Metacognition in multilingual learning and teaching: Multilingual awareness as a central subcomponent of metacognition in research and practiceUlrike Jessner & Elisabeth Allgäuer-Hackl | pp. 12–37
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Plurilingual and pluricultural competence: The EVAL-IC model of intercomprehension competenceMargareta Strasser & Christina Reissner | pp. 38–59
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Plurilingual practice in language teacher education: An exploratory study of project design and ideological changeDiane Potts & Euline Cutrim Schmid | pp. 60–88
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Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher educationKathleen Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols & Jeanne-Marie Viljoen | pp. 89–127
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Exploring bilingual teaching and learning in a Jewish-Palestinian language caféOrly Haim & Yarden Kedar | pp. 128–151
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Emerging trends in multilingual learning and teaching: Beyond edges and bordersLarissa Aronin & Susan Coetzee-Van Rooy | pp. 152–168
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