International Journal of Multilingualism

Papers
(The TQCC of International Journal of Multilingualism is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)
ArticleCitations
Navigating COVID-19 linguistic landscapes in Vancouver’s North Shore: official signs, grassroots literacy artefacts, monolingualism, and discursive convergence25
Implementing translanguaging pedagogies in an English medium instruction course23
Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture23
Multimodal linguistic biographies of prospective foreign language teachers in Germany: reconstructing beliefs about languages and multilingual language learning in initial teacher education21
Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan20
Materialising semiotic repertoires: challenges in the interactional analysis of multilingual communication18
Kongish Daily: researching translanguaging creativity and subversiveness18
Introduction: the semiotic repertoire: assemblages and evaluation of resources17
Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms17
Translanguaging for intercultural communication in international higher education: transcending English as a lingua franca17
Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints17
‘This is so skrrrrr’ – creative translanguaging by Chinese micro-blogging users14
INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action14
Translanguaging and multimodality in workplace texts and writing14
Multilingual education in early years in Luxembourg: a paradigm shift?13
Nodal frontlines and multisidedness. Contemporary multilingualism scholarship and beyond13
The body image: taking an evaluative stance towards semiotic resources12
Deaf cosmopolitanism: calibrating as a moral process11
Crosslinguistic influence in L3 acquisition across linguistic modules11
Measuring the impact of translanguaging in TESOL: a plurilingual approach to ESP10
Dominant Language Constellations: towards online computer-assisted modelling10
Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia10
Linguistic landscape in a city of migrants: a study of Souk Naif area in Dubai10
The links between grammar learning strategies and language mindsets among L2 and L3 learners: examining the role of gender9
Learning an L2 and L3 at the same time: help or hinder?9
A pedagogical perspective on the connection between translingual practices and transcultural dispositions in an Anthropology classroom in Bangladesh9
Repertoires on the move: exploiting technological affordances and contexts in mobile messaging interactions9
Enacting multilingual entrepreneurship: an ethnography of Myanmar university students learning Chinese as an international language9
‘Who really speaks like that?’ – Children’s implicit and explicit attitudes towards multilingual speakers of Dutch8
Trans-scripting as a multilingual practice: the case of Hellenised English8
Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England8
Multilingualism and its role in identity construction: a study of English students’ perceptions8
Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education7
Influence of L1/L2 linguistic knowledge on the acquisition of L3 Spanish past tense morphology among L1 German speakers7
A holistic measure of contextual and individual linguistic diversity7
Arabinglish in multilingual advertising: novel creative and innovative Arabic-English mixing practices in the Jordanian linguistic landscape7
Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement7
Lived languages: ordinary collections and multilingual repertoires7
‘It is okay if you speak another language, but … ’: language hierarchies in mono- and bilingual school teachers’ beliefs7
Anticipating expectations. Family language policy and its orientation to the school system7
Linguistic landscape in Liangshan Yi Autonomous Prefecture: the Case of an ethnic minority region in China7
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?7
The merit of grit and emotions in L2 Chinese online language achievement: a case of Arabian students7
‘Your pronunciation is really good’: the construction of linguistic identities in ELF interactions among multilingual speakers7
Multimodal writing: the avant-garde assemblage and other minimal texts7
‘Open’, ‘connected’, ‘distinctive’, ‘pioneering’, and ‘committed’: semioscaping Shanghai as a global city6
Including home languages in the classroom: a videographic study on challenges and possibilities of multilingual pedagogy6
Language, communication, and the COVID-19 pandemic: criticality of multi-lingual education6
Mapping the linguistic landscape from a multi-factor perspective: the case of a multi-ethnolinguistic city in China6
Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students6
Beyond ‘two-solitudes’ assumption and monolingual idealism: generating spaces for multilingual turn in Pakistan5
The language affiliations of mobile students in the international university5
‘To be multilingual means … ’: exploring a participatory approach to multilingual identity with schoolchildren5
Learner–environment adaptations in multiple language learning: casing the ideal multilingual self as a system functioning in context5
An examination of Iranian learners’ motivation for and experience in learning Korean as an additional language5
From hǎo to hǒu – stylising online communication with Chinese dialects5
Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study4
Linguistic schoolscapes of an ethnic minority region in the PRC: a university case study4
Repeated assemblages in the interactions of deaf youth in Peru4
Perceived foreign accent in L3 English: the effects of heritage language use4
Korean-speaking spaces: heritage language learning and community access for mixed-race Korean Americans4
The evidence of Embedded Language islands: the case of Pashto-English codeswitching4
‘I think mangiò might be passé simple’: exploring multilingual learners’ reflections on past tense verb morphology4
Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university4
Metrolingualism in online linguistic landscapes4
Language barriers in multilingual Saudi hospitals: causes, consequences, and solutions4
Spread, stability, and sociolinguistic variation in multilingual practices: the case of Lánnang-uè and its derivational morphology4
Language planning and policy, and the medium of instruction in the multilingual Pakistan: a void to be filled4
Jawi, an endangered orthography in the Malaysian linguistic landscape4
Translanguaging space and classroom climate created by teacher’s emotional scaffolding and students’ emotional curves about EFL learning4
Family language policy and school language policy: can the twain meet?4
Lexical transfer as a resource in pedagogical translanguaging4
Multilingual linguistic landscape of Cyprus4
The writing’s on the wall: spaces for language-independent and language-based literacies4
The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English3
Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self3
A-signifying semiotics and deaf/nondeaf becomings3
Linguistic landscape of Finnish school textbooks3
The ideal multilingual self of individuals in conflict-affected situations3
Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language3
Chronotopes, language practices and language shift: an ethnographic study of the Blang community in China3
Spanish and German as heritage and majority languages in early multilingual acquisition: family language policies and other child-external factors for heritage language competence3
Dynamic multilingualism of refugee families meets monolingual language policy in German ECE institutions3
The multiple resources of refugee students: a language portrait inquiry3
Translation of multilingual films in Iran in Persian dubbing3
Multilingualism and marginalisation: A Nigeria diversity approach3
Learnings from/about diversity in space and time: discursive constructions in the semiotic landscape of a teacher education building in Norway3
Namibian teachers’ practices in a multilingual context3
Introduction. Multilingual literacy practices - global perspectives on visuality, materiality, and creativity3
Language and education policies in Southeast Asia: reorienting towards multilingualism-as-resource3
The relationship between the perception and production of L2 and L3 rhotics in young multilinguals; an exploratory cross-linguistic study3
Parental attitudes and activism reshape educational language policies: the surge of dual language programmes in California3
Interpersonal perception of emotional intensity by English first (L1) and foreign (LX) language users in audio(visual) communication3
The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition3
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