Publications

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Rafiee, Marzieh and Salman Abbasian-Naghneh. 2019. Prioritization of critical individual factors influencing willingness to communicate: AHP method. Journal of Multilingual and Multicultural Development 40 (6) : 461–474.
O'Rourke, Bernadette and Sara Brennan. 2019. Commercialising the cúpla focal: New speakers, language ownership, and the promotion of Irish as a business resource. Language in Society 48 (1) : 125–145.
Conduah, Aloysius N. 2019. Social Imperatives for Destination Language Learning. Language Matters: Studies in the Languages of Africa 50 (2) : 112–140.
del Puy Ciriza, María. 2019. Towards a parental muda for new Basque speakers: Assessing emotional factors and language ideologies. Journal of Sociolinguistics 23 (4) : 367–385.
Gilmetdinova, Alsu. 2019. Principals as gatekeepers of language policy implementation in Kazan, Russia. International Journal of Bilingual Education and Bilingualism 22 (2) : 120–137.
Khalfaoui, Amel and Youssef A. Haddad, eds. 2019. Perspectives on Arabic Linguistics XXXI. Papers from the annual symposium on Arabic Linguistics, Norman, Oklahoma, 2017. (Studies in Arabic Linguistics 8). John Benjamins.
Costa, Peter I. De, Yaqiong Cui and Yawen Han. 2019. Exploring the language policy and planning/second language acquisition interface: ecological insights from an Uyghur youth in China. Language Policy 18 (1) : 65–86.
Pan, Haihua and Jianhua Hu, eds. 2019. Interfaces in Grammar. (Language Faculty and Beyond 15). John Benjamins.
Huang, Shu-Chen. 2019. Learning experience reigns – Taiwanese learners’ motivation in learning eight additional languages as compared to English. Journal of Multilingual and Multicultural Development 40 (7) : 576–589.
Anderson, Robin and Lehman Iga Maria. 2019. Culture-specific and individual affective factors in professional communication. International Review of Pragmatics 11 (1) : 56–78.
Rispoli, Matthew and Tania Ionin. 2019. Three Streams of Generative Language Acquisition Research. Selected papers from the 7th Meeting of Generative Approaches to Language Acquisition – North America, University of Illinois at Urbana-Champaign. (Language Acquisition and Language Disorders 63). John Benjamins.
Arredondo, Maria M., Twila Tardif, Lucy Shih-Ju Hsu, Ioulia Kovelman and Ka I. Ip. 2019. Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism 22 (2) : 207–223.
Iwaniec, Janina. 2019. Language learning motivation and gender: The case of Poland. International Journal of Applied Linguistics 29 (1) : 130–143.
Dewaele, Jean-Marc and Yan Jiang. 2019. Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables. Journal of Multilingual and Multicultural Development 40 (4) : 289–303.
Kan, Rachel TY. 2019. Production of Cantonese classifiers in young heritage speakers and majority language speakers. International Journal of Bilingualism 23 (6) : 1531–1548.
Guèvremont, Anne and Dafna E. Kohen. 2019. Speaking an Aboriginal language and school outcomes for Canadian First Nations children living off reserve. International Journal of Bilingual Education and Bilingualism 22 (4) : 518–529.
Kormos, Judit, Karmen Pižorn and Milena Košak Babuder. 2019. The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners. Applied Linguistics 37 (5) : 834–858.
Kutsuki, Aya. 2019. The combination of words in compound nouns by Spanish-Japanese bilingual children: Transfers in unambiguous structure. International Journal of Bilingualism 23 (1) : 256–274.
Loh, Ka Yee Elizabeth, Loretta C.W. Tam and Kwok-chang Lau. 2019. Moving between language frontiers: the challenges of the medium of instruction policy for Chinese as a second language. Language Policy 18 (3) : 131–153.
Basterrechea, María and Michael J. Leeser. 2019. Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness 28 (2) : 97–113.
Ellis, Rod, Yan Zhu and Shaofeng Li. 2019. The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics 40 (3) : 693–722.
Piirainen-Marsh, Arja and Niina Lilja. 2019. Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences. Applied Linguistics 40 (4) : 594–623.
Lin, Angela M.Y. 2019. Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 6–16.
Little, Sabine. 2019. ‘Is there an app for that?’ Exploring games and apps among heritage language families. Journal of Multilingual and Multicultural Development 40 (3) : 218–229.
Cota, Meg, Francesca López and Angela Cruze. 2019. A decade after institutionalization: educators’ perspectives of structured English immersion. Language Policy 18 (3) : 431–453.