Publications

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Bubikova-Moan, Jarmila. 2019. Reported parent-teacher dialogues on child language learning: voicing agency in interview narratives. International Journal of Bilingual Education and Bilingualism 22 (6) : 768–786.
Ciriza, María del Puy. 2019. Bringing parents together: an innovative approach for parental involvement in an immersion school in the Basque Autonomous Community. Journal of Multilingual and Multicultural Development 40 (1) : 50–63.
Holm, Gunilla and Tuuli From. 2019. Language crashes and shifting orientations: the construction and negotiation of linguistic value in bilingual school spaces in Finland and Sweden. Language & Education 33 (3) : 195–210.
Gardner, Rod. 2019. Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction 52 (3) : 212–226.
Georgiou, Georgios P. 2019. EFL teachers’ cognitions about pronunciation in Cyprus. Journal of Multilingual and Multicultural Development 40 (6) : 538–550.
Gilmetdinova, Alsu. 2019. Principals as gatekeepers of language policy implementation in Kazan, Russia. International Journal of Bilingual Education and Bilingualism 22 (2) : 120–137.
Green, Jennifer. 2019. Cross-cultural confusions amongst diverse colleagues: what teachers’ narratives reveal about intergroup communication. Discourse 40 (3) : 386–398.
Haidar, Sham. 2019. Access to English in Pakistan: inculcating prestige and leadership through instruction in elite schools. International Journal of Bilingual Education and Bilingualism 22 (7) : 833–848.
Ganuza, Natalia and Christina Hedman. 2019. The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali–Swedish Bilinguals. Applied Linguistics 40 (1) : 108–131.
Holloway, Jessica and Amanda Keddie. 2019. ‘Make money, get money’: how two autonomous schools have commercialised their services. Discourse 40 (6) : 889–901.
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.
Prinsloo, Mastin and Lara-Stephanie Krause. 2019. Translanguaging, place and complexity. Language & Education 33 (2) : 159–173.
Shaaban, Kassim and Eiman Mustafawi. 2019. Language policies in education in Qatar between 2003 and 2012: from local to global then back to local. Language Policy 18 (2) : 209–242.
Wedin, Åsa and Annika Norlund Shaswar. 2019. Language learning strategies and teaching practices in adult L2 education: The case of Swedish for Immigrants. Apples - Journal of Applied Language Studies 13 (3).
Macaro, Ernesto and Jack Pun. 2019. The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22 (1) : 64–77.
Watson, C.W., Adita Pritasari and Hendy Reinaldo. 2019. English-medium instruction in Asian business schools: a case study. Journal of Multilingual and Multicultural Development 40 (1) : 1–13.
Rørbeck Nørreby, Thomas. 2019. Ethnic identities are low social status identities. Journal of Pragmatics 140 : 127–139.
Jacques, Sophie, Jean R. Séguin, Sophie Parent, Andrea A.N. MacLeod and Natalie Castellanos-Ryan. 2019. Modelling vocabulary development among multilingual children prior to and following the transition to school entry. International Journal of Bilingual Education and Bilingualism 22 (4) : 473–492.
Park, Eun Sung and Yu Kyoung Shin. 2019. Spatial trajectories of North Korean L2 English learners: transformed attitudes towards English across spaces. Language and Intercultural Communication 19 (4) : 328–341.
Benish-Weisman, Maya and Martha Shtapura-Ifrah. 2019. Seeking the help of school counselors: Cross-cultural differences in mothers’ knowledge, attitudes, and help-seeking behavior. International Journal of Intercultural Relations 69 : 110–119.
Smagulova, Juldyz. 2019. Ideologies of language revival: Kazakh as school talk. International Journal of Bilingualism 23 (3) : 740–756.
Sunyol, Andrea and Eva Codó. 2019. ‘A plus for our students’: the construction of Mandarin Chinese as an elite language in an international school in Barcelona. Journal of Multilingual and Multicultural Development 40 (5) : 436–452.
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.
Chun, Lai and Gao Fang. 2018. Biculturalism and segregated schooling in Hong Kong. Journal of Multilingual and Multicultural Development 39 (4) : 301–312.
Alvarez-Roldan, Arturo, Iván Parra and Juan F. Gamella. 2018. Reasons for the underachievement and school drop out of Spanish Romani adolescents. A mixed methods participatory study. International Journal of Intercultural Relations 63 : 113–127.