Publications

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Ianos, Maria Adelina, Cristina Petreñas and Ester Caballé. 2019. Language attitudes of young Romanians in Catalonia (Spain): The role of heritage language maintenance programs. Multilingua 38 (3) : 335–355.
Macaro, Ernesto, Jiangshan An and Ann Childs. 2019. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7 (2) : 166–192.
Dietz, Gunther. 2019. Multiculturalism, Indigenism and New Universities in Mexico: a case of intercultural multilateralities. Journal of multicultural discourses 14 (1) : 29–45.
Eliseeva, Nadezda, Franco Fabbro and Andrea Marini. 2019. Impact of early second-language acquisition on the development of first language and verbal short-term and working memory. International Journal of Bilingual Education and Bilingualism 22 (2) : 165–176.
Relaño-Pastor, Ana María and Alicia Fernández-Barrera. 2019. The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha: tensions and dilemmas. Journal of Multilingual and Multicultural Development 40 (5) : 421–435.
Green, Jennifer. 2019. Cross-cultural confusions amongst diverse colleagues: what teachers’ narratives reveal about intergroup communication. Discourse 40 (3) : 386–398.
de la Piedra, María Teresa and Lidia Herrera-Rocha. 2019. Ideologies of language among ELLs on the US-Mexico border: the case of a transitional bilingual programme. Journal of Multilingual and Multicultural Development 40 (8) : 665–678.
Kremin, Lena V., Maria M. Arredondo, Lucy Shih-Ju Hsu, Teresa Satterfield and Ioulia Kovelman. 2019. The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US. International Journal of Bilingual Education and Bilingualism 22 (2) : 192–206.
Prinsloo, Mastin and Lara-Stephanie Krause. 2019. Translanguaging, place and complexity. Language & Education 33 (2) : 159–173.
Liu, Wei and Xiaobing Lin. 2019. Family language policy in English as a foreign language: a case study from China to Canada. Language Policy 18 (2) : 191–207.
Ollerhead, Sue. 2019. Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom. Language & Education 33 (2) : 106–122.
Pace, Adriana and Robert Savage. 2019. Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs. International Journal of Bilingualism 23 (1) : 118–134.
Gao, Xuesong (Andy) and Wei Ren. 2019. Controversies of bilingual education in China. International Journal of Bilingual Education and Bilingualism 22 (3) : 267–273.
Huguet, Àngel, Maria Adelina Ianos, Cristina Petreñas and Clara Sansó. 2019. Language attitudes, use, and competences of students of immigrant origin in Catalan secondary education: a moderated mediation model. Language & Education 33 (3) : 244–262.
Eisenchlas, Susana A. and Andrea C. Schalley. 2019. Reaching out to migrant and refugee communities to support home language maintenance. International Journal of Bilingual Education and Bilingualism 22 (5) : 564–575.
Sessions, David, Bruce Torff and Audrey Figueroa Murphy. 2019. Educators’ beliefs about appropriate pedagogical models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States. International Journal of Bilingual Education and Bilingualism 22 (4) : 402–413.
Zhang, Lubei and Linda T.H. Tsung. 2019. Tibetan bilingual education in Qinghai: government policy vs family language practice. International Journal of Bilingual Education and Bilingualism 22 (3) : 290–302.
Vuorsola, Lasse. 2019. Societal support for the educational provisions of Finnish in the Swedish school system in theory and practice. Language Policy 18 (3) : 363–385.
Curdt-Christiansen, Xiao Lan and Weihong Wang. 2019. Translanguaging in a Chinese–English bilingual education programme: a university-classroom ethnography. International Journal of Bilingual Education and Bilingualism 22 (3) : 322–337.
Ohlberger, Stephanie and Claas Wegner. 2019. CLIL modules and their affective impact on students with high English anxiety and low self-efficacy. Apples - Journal of Applied Language Studies 13 (3) : 1–15.
Zavala, Virginia. 2019. Youth and the repoliticization of Quechua. Language, Culture and Society 1 (1) : 59–82.
Bialystok, Ellen. 2018. Bilingual education for young children: review of the effects and consequences. International Journal of Bilingual Education and Bilingualism 21 (6) : 666–679.
Flores, Nelson and Sofia Chaparro. 2018. What counts as language education policy? Developing a materialist Anti-racist approach to language activism. Language Policy 17 (3) : 365–384.
Oostdam, Ron, Liz Dale and Marjolijn H. Verspoor. 2018. Juggling ideals and constraints. The position of English teachers in CLIL contexts. Dutch Journal of Applied Linguistics 7 (2) : 176–201.
Verspoor, Marjolijn H., Ron Oostdam and Liz Dale. 2018. Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21 (3) : 366–383.