Journal of Multilingual and Multicultural Development

题录数1459

年份跨度2019–2026

近三年题录1165篇

分析置信度高

当前年截至目前393篇

期刊基本画像

结合Web of Science题录字段与本地期刊库信息。

ISSN0143-4632

影响因子3.7

JCR分区1区

中科院分区1区

学科文学

收录SSCI、AHCI

开放获取否

办刊范围：《多语言与多文化发展杂志》是一本跨学科期刊，面向来自不同学术和地理背景的研究者。该期刊关注语言的社会学和社会心理学的宏观层面，涉及语言和文化政治、政策、规划及实践等主题。鼓励作者摒弃对多语言现象的缺陷观念，避免使用“母语者、非母语者”等术语，建议使用中性术语，如“L1使用者、LX使用者”等。该期刊欢迎涉及以下广泛主题的投稿： • 语言规划与政策 • 民族性与民族主义 • 身份政治（包括其语言、宗教及其他标志） • 语言和文化接触 • 语言、文化与宗教的交织 • 多语学习（不仅限于第二语言习得） • 双语与多语的适应 • 多元文化主义与多元主义的项目与政策 • 语言权利（群体与个人） • 阅读与识字 • 集体身份及其“标志” • 少数群体动态 • 语言与文化的教育保障 • 濒危语言 • 多语者的情感 • 多语言学习者的情感我们不再处理关于英语外语学习的论文。尤其欢迎能够跨设置进行概括的贡献，也欢迎那些将讨论嵌入社会与历史背景中的研究。

年度发文趋势

各年份均使用题录中的实际发文数量；最新年份仅显示截至题录导出时的实际数量

期刊题录分析

作者、中国作者、研究主题、研究取向和合作结构均依据Web of Science题录分析

作者发文情况i

统计所有作者位次并按署名次数排序，支持查看前100位作者。

序号	作者	署名次数	第一作者次数
1	Ali Derakhshan	14	8
2	Mostafa Azari Noughabi	9	2
3	Ju Seong Lee	8	8
4	Yongliang Wang	8	4
5	Miroslaw Pawlak	8	3
6	Lawrence Jun Zhang	7	2
7	Nourollah Zarrinabadi	6	3
8	Mostafa Nazari	6	3
9	Mariusz Kruk	6	1
10	Fan Fang	6	1
11	Alice Chik	6	0
12	Wen Xu	5	5
13	Jiazhou Yao	5	5
14	Sviatlana Karpava	5	4
15	Rui Yuan	5	4
16	Mila Schwartz	5	4
17	Rining Wei	5	3
18	Majid Elahi Shirvan	5	3
19	Carmit Altman	5	3
20	Asta Haukas	5	3
21	Alastair Henry	5	3
22	Mingyue Michelle Gu	5	2
23	Marco Tamburelli	5	2
24	Kutlay Yagmur	5	2
25	Xuesong (Andy) Gao	5	0
26	Jalil Fathi	5	0
27	Xiao Zhang	4	4
28	Sugene Kim	4	4
29	Norbert Francis	4	4
30	Lewis Glinert	4	4
31	Yang Song	4	3
32	Satoshi Nambu	4	3
33	Lihong Ma	4	3
34	Kevin W. H. Tai	4	3
35	Art Tsang	4	3
36	Yuen Yi Lo	4	2
37	Xian Zhao	4	2
38	Victoria Van Oss	4	2
39	Michelle Mingyue Gu	4	2
40	Mehdi Solhi	4	2
41	Joana Duarte	4	2
42	Chaoqun Lu	4	2
43	Xiao Lan Curdt-Christiansen	4	1
44	Tessa Mearns	4	1
45	Susan Ballinger	4	1
46	Semih Kaygisiz	4	1
47	Ruth Kircher	4	1
48	Peng Nie	4	1
49	M. Obaidul Hamid	4	1
50	Lianjiang Jiang	4	1
51	Li Wei	4	1
52	Jian-E Peng	4	1
53	Yongyan Zheng	4	0
54	Xuyan Qiu	4	0
55	Peter D. MacIntyre	4	0
56	Joel Walters	4	0
57	Emilia Djonov	4	0
58	Yingqiu Chen	3	3
59	Ying Wu	3	3
60	Xi Wu	3	3
61	Vander Tavares	3	3
62	Sara Hillman	3	3
63	Sabine Little	3	3
64	Rosemary Wildsmith-Cromarty	3	3
65	Ronald Shabtaev	3	3
66	Riccardo Amorati	3	3
67	Olivia Walsh	3	3
68	Michael Hornsby	3	3
69	Martin Howard	3	3
70	Fatma F. S. Said	3	3
71	Elizabeth Lanza	3	3
72	Clarisse Halpern	3	3
73	Christine Schreyer	3	3
74	Chengchen Li	3	3
75	Amy Wanyu Ou	3	3
76	Veronika Lovrits	3	2
77	Raees Calafato	3	2
78	Paolo Coluzzi	3	2
79	Min Jung Jee	3	2
80	Marko Dragojevic	3	2
81	Marie-Eve Bouchard	3	2
82	Ibrar Bhatt	3	2
83	Hannah M. King	3	2
84	Csanad Bodo	3	2
85	Colin Reilly	3	2
86	Barry Bai	3	2
87	Antonia Rubino	3	2
88	Yan Ding	3	1
89	Sihan Zhou	3	1
90	Sedigheh Karimpour	3	1
91	Sarah Mercer	3	1
92	Ruth Fielding	3	1
93	Ruanni Tupas	3	1
94	Ping Zhang	3	1
95	Okim Kang	3	1
96	Mireia Trenchs-Parera	3	1
97	Maartje De Meulder	3	1
98	Louisa Mortimore	3	1
99	Louisa Buckingham	3	1
100	Kristof Savski	3	1

2518独立作者

3158总署名次数

394重复发文作者

1459第一作者记录

主题词统计i

按关键词实际出现频率排序，支持查看前100个主题及其近三年出现情况。

序号	研究主题	论文数	占比	近三年
1	multilingual	211	14.5%	177
2	english	172	11.8%	139
3	chinese	157	10.8%	141
4	linguistic	146	10.0%	117
5	learning	128	8.8%	112
6	education	121	8.3%	97
7	identity	109	7.5%	93
8	students	98	6.7%	87
9	policy	94	6.4%	74
10	family	92	6.3%	70
11	practices	81	5.6%	62
12	multilingualism	77	5.3%	62
13	students'	77	5.3%	68
14	teachers'	75	5.1%	67
15	exploring	68	4.7%	62
16	attitudes	67	4.6%	48
17	bilingual	66	4.5%	53
18	foreign	66	4.5%	58
19	translanguaging	62	4.2%	53
20	university	62	4.2%	56
21	role	62	4.2%	54
22	china	61	4.2%	52
23	international	58	4.0%	46
24	heritage	57	3.9%	49
25	landscape	56	3.8%	50
26	learners	55	3.8%	48
27	teacher	54	3.7%	53
28	families	51	3.5%	42
29	ideologies	50	3.4%	32
30	instruction	50	3.4%	44
31	development	49	3.4%	44
32	context	49	3.4%	44
33	efl	48	3.3%	42
34	social	46	3.2%	38
35	perspective	46	3.2%	38
36	use	44	3.0%	33
37	learners'	41	2.8%	37
38	intercultural	41	2.8%	35
39	school	41	2.8%	35
40	classroom	41	2.8%	35
41	teaching	40	2.7%	33
42	minority	39	2.7%	25
43	digital	39	2.7%	37
44	children's	38	2.6%	30
45	emi	38	2.6%	33
46	motivation	35	2.4%	29
47	higher	34	2.3%	32
48	perspectives	33	2.3%	29
49	construction	32	2.2%	27
50	cultural	32	2.2%	28
51	teachers	31	2.1%	25
52	early	31	2.1%	25
53	emotions	29	2.0%	26
54	children	29	2.0%	26
55	speakers	29	2.0%	16
56	engagement	29	2.0%	28
57	willingness	28	1.9%	25
58	communicate	28	1.9%	25
59	young	28	1.9%	19
60	competence	28	1.9%	24
61	kong	28	1.9%	20
62	community	27	1.9%	18
63	literacy	27	1.9%	25
64	identities	27	1.9%	23
65	transnational	27	1.9%	22
66	english-medium	27	1.9%	26
67	classrooms	27	1.9%	25
68	schools	27	1.9%	22
69	practice	27	1.9%	20
70	enjoyment	27	1.9%	25
71	ethnic	27	1.9%	18
72	clil	27	1.9%	22
73	agency	27	1.9%	24
74	approach	25	1.7%	20
75	hong	25	1.7%	17
76	home	25	1.7%	21
77	space	25	1.7%	21
78	critical	25	1.7%	19
79	proficiency	25	1.7%	21
80	contexts	24	1.6%	18
81	insights	24	1.6%	20
82	maintenance	24	1.6%	21
83	communication	24	1.6%	17
84	second	24	1.6%	18
85	anxiety	24	1.6%	19
86	emotional	24	1.6%	21
87	understanding	23	1.6%	19
88	beliefs	23	1.6%	22
89	secondary	23	1.6%	20
90	medium	22	1.5%	17
91	spaces	22	1.5%	16
92	online	22	1.5%	19
93	achievement	22	1.5%	20
94	evidence	22	1.5%	17
95	parental	21	1.4%	19
96	perceptions	21	1.4%	17
97	korean	21	1.4%	19
98	multicultural	20	1.4%	18
99	academic	20	1.4%	17
100	policies	20	1.4%	18

中国作者发文统计i

优先根据作者单位中的中国、港澳台机构识别；中文或拼音姓名仅作为补充推断。

476中国相关题录

32.6%样本占比

414近三年题录

0机构明确识别

仅依据姓名结构补充推断：476篇。

中国作者为近似识别：优先依据作者单位中的中国/港澳台信息，单位缺失时再根据常见中文姓名与拼音姓名结构推断；不能等同于国籍认定。

论文研究取向i

根据题名、关键词和摘要识别常见研究范式；同一论文可同时属于多个研究取向。

序号	研究取向	涉及论文数	覆盖率
1	多语教师认知与教学实践研究	210	14.4%
2	多语学习者心理与个体差异研究	190	13.0%
3	语言态度、意识形态与语言政策研究	230	15.8%
4	多语语言景观与空间符号建构研究	180	12.3%
5	家庭语言政策与代际传承研究	170	11.7%
6	跨国迁移、身份认同与语言实践研究	250	17.1%
7	多语教育与内容语言融合教学研究	300	20.6%
8	语言社区、多样性与社会语言学研究	220	15.1%

作者合作结构i

用于判断独著、双人合作、团队研究及跨机构协作在该刊中的常见程度。

2.16篇均作者数

36.7%独著占比

30.9%双人合作

32.4%三人及以上

1全部样本篇均作者数为2.16；独著占比36.7%，双人合作占比30.9%，三人及以上合作占比32.4%。独著是样本中最常见的署名方式，理论阐释、文本分析和个人主导研究较为常见。

2近三年篇均作者数为2.24，较此前的1.86增加0.38，合作规模呈扩大趋势。

3多机构合作占比约0.0%。该指标依赖作者单位字段完整度，更适合用于判断跨校或跨机构合作是否常见，不宜直接等同于跨学科程度。

4综合判断：合作趋势为“上升”。

高频合作作者

统计同一篇论文中共同署名的作者组合，仅展示共同发文2篇及以上的稳定合作关系

全部合作组合2917

稳定合作组合140

最高共同发文6篇

展示规则≥ 2篇

序号	合作作者	共同发文	近三年	代表论文
1	Mariusz Kruk × Miroslaw Pawlak	6	6	Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling；The domain-specific grammar grit questionnaire: a cross-cultural validation study
2	Ali Derakhshan × Yongliang Wang	4	4	A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers' desire for professional development: evidence from Iran and Kuwait；The interplay of EFL teachers' immunity, work engagement, and psychological well-being: Evidence from four Asian countries
3	Rui Yuan × Xuyan Qiu	3	3	English-medium instruction (EMI) teachers' lived experiences and continuing development in multilingual and multicultural contexts: an editorial；Students' attitudes toward language learning and use in English-medium instruction (EMI) environments: a mixed methods study
4	Mostafa Nazari × Sedigheh Karimpour	3	3	Emotions in switching the code: contributions for English language teachers' identity construction；Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context
5	Majid Elahi Shirvan × Tahereh Taherian	3	3	Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling；A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling
6	Louisa Mortimore × Semih Kaygisiz	3	3	'We're at the very beginning': international teacher educator perspectives on content teacher preparation for bi- and multilingual disciplinary literacies；A multidimensional framework of bi- and multilingual disciplinary literacies
7	Jian Liu × Lihong Ma	3	3	Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students；Moderation of teacher-student relationships in the link between motivation and English performance of struggling learners in China
8	Alice Chik × Emilia Djonov	3	3	From my parents' language to my language: understanding language ideologies of young Australian Korean heritage language learners at the primary and secondary school level；Voices, visuals, and virtual connections: young language learners forming and constructing multilingual identity in a virtual exchange project
9	Alastair Henry × Cecilia Thorsen	3	3	Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics；Willingness to communicate in a multilingual context: part two, person-context dynamics
10	Ruth Kircher × Susan Ballinger	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
11	Melanie Brouillard × Susan Ballinger	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
12	Melanie Brouillard × Ruth Kircher	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
13	Linda Polka × Susan Ballinger	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
14	Linda Polka × Ruth Kircher	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
15	Linda Polka × Melanie Brouillard	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
16	Krista Byers-Heinlein × Susan Ballinger	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
17	Krista Byers-Heinlein × Ruth Kircher	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
18	Krista Byers-Heinlein × Melanie Brouillard	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
19	Krista Byers-Heinlein × Linda Polka	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
20	Jasmin Decristan × Valentina Reitenbach	3	2	'All children have a skateboards'. Differences between the grammaticality of reading mistakes of monolingual and bilingual elementary school children；Linguistically responsive reciprocal teaching in primary school: effectiveness of an intervention study on students' Reading competence
21	Alexa Ahooja × Susan Ballinger	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
22	Alexa Ahooja × Ruth Kircher	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
23	Alexa Ahooja × Melanie Brouillard	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
24	Alexa Ahooja × Linda Polka	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
25	Alexa Ahooja × Krista Byers-Heinlein	3	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
26	Yang Song × Yuan Huo	2	2	Language, digital media, and scaling: international students' social connectedness and belonging in a Chinese university；International students' dynamics of belonging in a Shanghai university: a feminist, poststructuralist perspective
27	Wen Chen × Zishuo Yang	2	2	How does foreign language peace of mind contribute to learning performance: roles of academic engagement and social support；Understanding Chinese second language learners' foreign language learning boredom in online classes: its conceptual structure and sources
28	Talip Gulle × Tarja Nikula	2	2	Introduction to the special issue 'Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights'；A multidimensional framework of bi- and multilingual disciplinary literacies
29	Susan Joffe × Zhanna Burstein-Feldman	2	2	Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents；Multiculturalism and multilingualism on campus: university students' insights about awareness, tolerance, and identity
30	Stefano Occhipinti × Xiaoyan I. Wu	2	2	Mainland Chinese students' psychological adaptation to Hong Kong: an intergroup communication perspective；The role of L2 WTC and accommodative encounters with locals in Mainland Chinese students' sociocultural adaptation to Hong Kong
31	Shan Gao × Zhao Gao	2	2	Language-emotion interaction modulates selective attention to a speaker's eyes and mouth: evidence from Chinese-English bilinguals；Valence-differential mechanisms of the foreign language effect in decision-making under risk
32	Shan Gao × Wanyu Zhang	2	2	Valence-differential mechanisms of the foreign language effect in decision-making under risk；Native and foreign language contexts differentiate reactive aggression
33	Semih Kaygisiz × Yasemin Bayyurt	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
34	Robert Kirkpatrick × Yongliang Wang	2	2	A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers' desire for professional development: evidence from Iran and Kuwait；Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners' behavioral, cognitive, and emotional engagement
35	Rita Elaine Silver × Ying Wu	2	2	Authenticating 'mother tongue' in a multilingual minority community；Minority language testing: the social impact of the Zhuang language proficiency test in China
36	Pilar Gerns × Silvia Minardi	2	2	Disciplinary perspectives meet disciplinary literacies: a heuristic toolbox for content-language integration；A multidimensional framework of bi- and multilingual disciplinary literacies
37	Piet Van Avermaet × Victoria Van Oss	2	2	What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy；The integration puzzle: unravelling the connections between personality structure, acculturation dimensions, and life satisfaction of Pakistani immigrants in Belgium
38	Peter De Costa × Sedigheh Karimpour	2	2	Emotions in switching the code: contributions for English language teachers' identity construction；English language teachers' emotion-bearing situations in a professional development course: a critical-ecological perspective
39	Peizhen Sun × Zishuo Yang	2	2	How does foreign language peace of mind contribute to learning performance: roles of academic engagement and social support；Understanding Chinese second language learners' foreign language learning boredom in online classes: its conceptual structure and sources
40	Peizhen Sun × Wen Chen	2	2	How does foreign language peace of mind contribute to learning performance: roles of academic engagement and social support；Understanding Chinese second language learners' foreign language learning boredom in online classes: its conceptual structure and sources
41	Noam Lapidot-Lefler × Rabia Husisy-Sabek	2	2	'Arabic creates an atmosphere of safety because it is our mother tongue:' inclusive training for Arab students at a teacher training college in Israel；Multicultural voices: socio-emotional learning in the context of Israeli schools
42	Nashwa Nashaat-Sobhy × Yasemin Bayyurt	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
43	Nashwa Nashaat-Sobhy × Semih Kaygisiz	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
44	Mostafa Nazari × Peter De Costa	2	2	Emotions in switching the code: contributions for English language teachers' identity construction；English language teachers' emotion-bearing situations in a professional development course: a critical-ecological perspective
45	Mostafa Azari Noughabi × Safoura Jahedizadeh	2	2	Modeling the associations between EFL teachers' immunity, L2 grit, and work engagement；Modelling the contribution of English language learners' academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China
46	Miroslaw Pawlak × Tahereh Taherian	2	2	Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling；A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling
47	Mi Yung Park × Min Jung Jee	2	2	Language maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii)；Korean language learners' motivation, remotivation, and demotivation: the Australian and New Zealand contexts
48	Merve Bozbiyik × Tom Morton	2	2	Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module；Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain: implications for CLIL
49	Mehdi Solhi × Mostafa Azari Noughabi	2	2	The relationship between language teachers' enthusiasm and job satisfaction: investigating the mediating role of foreign language teaching enjoyment；An investigation into the association between student-perceived affective teacher variables and students' L2-Grit
50	Meghan Moran × Okim Kang	2	2	A cognitive dissonance approach to moderating listener perception of L2 English speakers；Arizona educational stakeholders' perceptions of K12 teachers' accented speech
51	Mariusz Kruk × Tahereh Taherian	2	2	Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling；A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling
52	Majid Elahi Shirvan × Miroslaw Pawlak	2	2	Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling；A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling
53	Majid Elahi Shirvan × Mariusz Kruk	2	2	Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling；A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling
54	Luyao Li × Xiao Lan Curdt-Christiansen	2	2	Becoming and being a teacher through emotion discourse: a case study of a novice EMI teacher；'(sic)(sic), (sic)(sic)(sic)(sic)(sic)' (C'mon, let's play together): grassroots planning from a Bourdieusian perspective
55	Louisa Mortimore × Yasemin Bayyurt	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
56	Louisa Mortimore × Nashwa Nashaat-Sobhy	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
57	Lianjiang Jiang × Mingyue Michelle Gu	2	2	Navigating the instructional settings of EMI: a spatial perspective on university teachers' experiences；Advocating linguistic justice through digital multimodal composing against GenAI biases: a case study of multilingual youths in an EMI university
58	Leifeng Xiao × Lihong Ma	2	2	Moderation of teacher-student relationships in the link between motivation and English performance of struggling learners in China；Motivational beliefs of urban and rural students in English as a foreign language learning: the case of China
59	Kristin Kersten × Werner Greve	2	2	Extending the cognitive advantage hypothesis: a conceptual replication study of the relationship between multilingualism and flexible goal adjustment；Extending the scope of the 'cognitive advantage' hypothesis: multilingual individuals show higher flexibility of goal adjustment
60	Julia Huttner × Yasemin Bayyurt	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
61	Julia Huttner × Tarja Nikula	2	2	Introduction to the special issue 'Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights'；A multidimensional framework of bi- and multilingual disciplinary literacies
62	Julia Huttner × Talip Gulle	2	2	Introduction to the special issue 'Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights'；A multidimensional framework of bi- and multilingual disciplinary literacies
63	Julia Huttner × Semih Kaygisiz	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
64	Julia Huttner × Nashwa Nashaat-Sobhy	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
65	Julia Huttner × Louisa Mortimore	2	2	A multidimensional framework of bi- and multilingual disciplinary literacies；Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
66	Juan Dong × Yawen Han	2	2	Unpacking the epistemic injustice in English medium instruction: an ethnography of Bangladeshi students' language ideologies in China；'Sank you' or 'thank you'? Negotiating epistemic authority and communicative enoughness among international students in a Chinese EMI programme
67	Joel Walters × Sveta Fichman	2	2	Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents；Immigrant student identities and classroom engagement
68	Joel Walters × Sharon Armon-Lotem	2	2	Heritage language maintenance and shift of three languages across three generations of Mountain Jews in Israel；Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents
69	Joel Walters × Ronald Shabtaev	2	2	Culture-specific heritage language vocabulary and collective identity among three generations of Mountain Jews；Heritage language maintenance and shift of three languages across three generations of Mountain Jews in Israel
70	Jinke Du × Paolo Coluzzi	2	2	Linguistic landscape in the Inner Mongolia autonomous region: the case of a multilingual and multi-ethnic region in China；Are Cantonese (Yue) and Hokkien (Southern Min) contested languages? Language planning and language attitudes in China and Malaysia
71	Jing Yin × Yan Ding	2	2	Literacy planning: family language policy in Chinese kindergartener families；Linking family math language policy and early math achievement: evidence from Chinese kindergarten families
72	Jing Huang × Zhifang Liang	2	2	Language attitudes and fluid identities: perceptions from Shenzhen-Hong Kong cross-border students；Exploring the interplay of language proficiency, use and attitudes: insights from Shenzhen-Hong Kong cross-border students
73	Jiehui Hu × Zhao Gao	2	2	Language-emotion interaction modulates selective attention to a speaker's eyes and mouth: evidence from Chinese-English bilinguals；Valence-differential mechanisms of the foreign language effect in decision-making under risk
74	Jiehui Hu × Shan Gao	2	2	Language-emotion interaction modulates selective attention to a speaker's eyes and mouth: evidence from Chinese-English bilinguals；Valence-differential mechanisms of the foreign language effect in decision-making under risk
75	Jiazhou Yao × Peng Nie	2	2	Linguistic landscape as a way to reflect the tension between mandated language policies and residents' language preferences: the case of Kashgar in China；Navigating change: Tibetan linguistic landscape in Xinduqiao amid economic and sociolinguistic transformation
76	Jian Liu × Leifeng Xiao	2	2	Moderation of teacher-student relationships in the link between motivation and English performance of struggling learners in China；Motivational beliefs of urban and rural students in English as a foreign language learning: the case of China
77	Jalil Fathi × Miroslaw Pawlak	2	2	The domain-specific grammar grit questionnaire: a cross-cultural validation study；Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language
78	Jalil Fathi × Mariusz Kruk	2	2	The domain-specific grammar grit questionnaire: a cross-cultural validation study；Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language
79	Jalil Fathi × Lawrence Jun Zhang	2	2	A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers；Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
80	Huiling Cui × Yongyan Zheng	2	2	Living both here and there: a study of identity construction among Korean-Chinese elites in an international metropolis；Ethnicity is in the blood, not in the language: exploring Korean-Chinese bilingual families' multilingual planning
81	Hui Zhang × Mark Fifer Seilhamer	2	2	When the evening lights are lit: exploring the linguistic landscape of Singapore's Chinatown at night；Choreographed authenticity: a diachronic analysis of the linguistic landscape in Singapore's Chinatown
82	Heiko F. Marten × Sanita Martena	2	2	Literacy (development) in regional collateral languages of Europe - introduction to the special issue of the Journal of Multilingual and Multicultural Development；When the parish turns into a classroom: teaching pluriliteracies in regional collateral languages through place-based education (the case of Latgalian)
83	Haomin Zhang × Jie Sun	2	2	Can L2-L3 cognates affect L3 vocabulary knowledge and reading comprehension? - evidence from Chinese learners of L3 French；Unpacking cross-linguistic similarities and differences in third language Japanese vocabulary acquisition among Chinese college students
84	Han Guo × Yuan Huo	2	2	Language, digital media, and scaling: international students' social connectedness and belonging in a Chinese university；International students' dynamics of belonging in a Shanghai university: a feminist, poststructuralist perspective
85	Han Guo × Yang Song	2	2	Language, digital media, and scaling: international students' social connectedness and belonging in a Chinese university；International students' dynamics of belonging in a Shanghai university: a feminist, poststructuralist perspective
86	Guangxiang Leon Liu × Xian Zhao	2	2	Informal digital learning of Malay among L3 learners in China: the role of learner motivation and self-efficacy；Do shyness and emotions matter in shaping classroom engagement? A study of multilingual learners of Chinese in Thailand
87	Esli Struys × Victoria Van Oss	2	2	What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy；All-or-nothing CLIL: on institutional selectivity
88	Erin Quirk × Susan Ballinger	2	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
89	Erin Quirk × Ruth Kircher	2	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
90	Erin Quirk × Melanie Brouillard	2	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
91	Erin Quirk × Linda Polka	2	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
92	Erin Quirk × Krista Byers-Heinlein	2	2	A corpus-assisted discourse study of parental concerns regarding multilingual child-rearing；Family language policy among Quebec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management
93	Ensieh Khodarahmi × Nourollah Zarrinabadi	2	2	Investigating the consequences of experiencing directed motivational currents for learners' beliefs and self-perceptions；Some antecedents of directed motivational currents in a foreign language
94	Elham Yazdanmehr × Tahereh Taherian	2	2	A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling；Foreign language enjoyment: a longitudinal confirmatory factor analysis-curve of factors model
95	Elham Yazdanmehr × Majid Elahi Shirvan	2	2	A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling；Foreign language enjoyment: a longitudinal confirmatory factor analysis-curve of factors model
96	Christiane Luetge × Xiao Zhang	2	2	A narrative inquiry of a Chinese international student's language experiences and identities in a multilingual university in Germany；Investigating international students' attitudes toward local teachers' L1 use and learning practices in English-medium instruction in Germany: a Chinese case study
97	Chia-Wei Tang × Nguyen Thi Le	2	2	Developing and validating a scale for English-medium instruction pedagogical competency in multilingual and multicultural classrooms；Towards a comprehensive effectiveness scale for university students' perception of English medium instruction in Vietnam and Taiwan: an importance-performance analysis
98	Cecilia Thorsen × Peter D. MacIntyre	2	2	Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics；Willingness to communicate in a multilingual context: part two, person-context dynamics
99	Carmit Altman × Zhanna Burstein-Feldman	2	2	Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents；Multiculturalism and multilingualism on campus: university students' insights about awareness, tolerance, and identity
100	Carmit Altman × Sveta Fichman	2	2	Perceptions of identity, language abilities and language preferences among Russian-Hebrew and English-Hebrew bilingual children and their parents；Immigrant student identities and classroom engagement

按同一篇论文中作者共同出现次数统计；同一篇论文中的同一作者组合仅计1次。

2026年论文分析

该年度论文聚焦多语教育与二语习得，重点考察学习者和教师的情感（愉悦、焦虑、韧性）、动机、家庭语言政策及数字学习等主题；普遍采用混合方法与结构方程模型、响应面分析等复杂定量设计，强调跨国或多群体比较；标题突出具体变量和理论框架，追求精细化的中介或调节效应探究。（本年度题录：393篇）

从最新论文观察到什么

1
选题对象：高度集中于多语学习者（移民、难民、传承语者、国际学生）及教师（职前/在职），常将成就情绪、外语愉悦/焦虑、家庭语言政策作为核心变量。
2
研究方法：混合方法占主流（问卷+访谈/反思日志），高阶定量技术常见（结构方程模型、潜在剖面分析、csQCA、响应面分析等），部分研究采用纵向追踪设计。
3
材料与数据：多数研究依赖大规模、多国或多群体样本（如1509名中、伊、科学习者），强调多源数据（学生、家长、教师）与真实语境（课堂、家庭互动）采集。
4
作者合作与期次：多作者、跨国合作频繁；论文分布在Vol. 4, Vol. 5 及大量 Early Access 文章，显示期刊在线优先发表速度快，且期次安排可能相对灵活。

投稿时可以直接怎么做

1
将情感变量（如愉悦、焦虑、韧性）与动机或行为投入结合，纳入明确的理论框架（如控制-价值理论、积极心理学），并设计可检验的中介或调节路径。
2
优先采用混合方法或纵向设计；若主要依赖定量，考虑使用结构方程模型、潜在剖面分析或响应面分析等方法，以匹配该刊近期方法论水平。
3
在数据收集阶段即规划多人群或多国对比，或在不同教育语境下验证模型，以增强结论的可推广性和发表潜力。
4
投稿前查阅该刊近两年已发表论文与“Early Access”文章，锁定当前热点（如多语情感、数字多模态写作、教师教育），并在引言中引用该刊相关近期文献以显示契合度。

近三年上升的研究主题

近三年，期刊在 language、multilingual、chinese、learning 等主题上出现爆发式增长，频次从早期基础迅速攀升，尤其 language 主题发文量达 632 次，显示多语教育、语言政策与应用语言学交叉方向已成为持续性热点。同时，teacher 和 emi 主题从几乎为零跃升到 50 次左右，可能由专题特刊强力驱动，但其中 teacher 方向增长分数极高且近期频次不低，有潜力转化为长期方向。投稿者可瞄准这些突变热点，同时警惕纯集中式专刊的一次性机会。

language

变化：近期频次 632，较早期 106 增长约 5 倍，growth_score 达 16.5

方向判断：language 主题成为期刊绝对核心，覆盖面广，可能与特刊、国家语言政策、跨文化语言教育等长线议题深度绑定，并非单纯短期爆发。

投稿价值：可优先投向语言教育、语言政策、语言与身份建构等子领域，稿件需突出理论创新或跨语种比较视角，以契合期刊近年扩张方向。

multilingual

变化：近期 190，早期仅 21，增长近 8 倍，growth_score 高达 16.38

方向判断：多语现象研究成为显学，往往与语言景观、语码混用、多语读写等前沿议题结合，可能由持续性学术讨论驱动。

投稿价值：建议投稿选题聚焦多语实践、多语教育政策评估，或采用质性/民族志方法，增强与 journal 近期高频关键词的匹配度。

chinese

变化：近期 147，早期 10，增长约 13.7 倍，growth_score 18.74，上升极为迅猛

方向判断：围绕中文语境的研究急剧增加，可能特指中文作为外语/二语教学、中国学生国际学习经历或中文语言政策，存在专题特刊和长期关注双重拉动。

投稿价值：若研究涉及中文语境下的语言学习、身份协商或汉语国际传播，可直接定位该热点，并在 cover letter 中引用期刊近年相关高被引论文。

learning

变化：近期 120，早期 8，增长 14 倍，growth_score 17.98

方向判断：learning 主题的激增未必单一对应学习理论，更可能因混合学习、在线学习、语言学习策略等交叉领域特刊集中出现。

投稿价值：投稿可侧重数字化语言学习、自主学习、融入社会文化理论的学习研究，强调与期刊近期发表的学习导向文章形成对话。

teacher

变化：近期 53，早期仅 1，从无到有，growth_score 18.97，爆发力极强

方向判断：teacher 主题的突变高度疑似由教师教育、教师认知或教师能动性专刊驱动，但近期频次已超 50，有持续深化的迹象。

投稿价值：可针对教师身份、教师情感、教师培训改革等方向准备稿件，优先使用实证研究，并注明对教师发展政策的启示，以争取进入后续连载选题。

emi

变化：近期 38，早期为 0，全新主题，growth_score 19.36 为所有候选中最高

方向判断：EMI（English as Medium of Instruction）作为典型的新兴主题从零爆发，极可能是单期专刊供稿，但鉴于其高增长分数和当下国际教育趋势，仍可能转化为期刊固定兴趣点。

投稿价值：可尝试投递 EMI 政策比较、课堂话语分析、学生接受度等稿件，若专刊征稿仍开放则优先响应，否则需在前言中强调 EMI 研究的持续性价值，提醒编辑此方向有延续可能。

1
language、multilingual 和 chinese 三大主题已形成稳定增长，投稿时应将关键词和论点明确锚定在该热点脉络中。
2
teacher 和 emi 虽可能受专刊驱动，但近期频次不低，可主动联系编辑询问是否仍有相关特刊在筹备，或通过自荐稿件推动专辑选题。
3
避免仅依赖单一高频词堆砌，需在摘要和引言中体现与期刊近三年突变方向的理论或方法连续性。

用户方向适配与选题结论

核心研究主题i

反映当前期刊题录样本中较稳定的研究结构和主要关注领域。

英语媒介教学（EMI）与多语课堂实践

数据依据：主题聚类 'students / english / multilingual' 占比 32.5%，核心术语包含 emi、teachers、learning；上升词中 'emi' 增长得分高达 19.363，'english-medium' 为 16.019。

选题价值：构成期刊最主要的内容支柱，关注多语教育情境下的教学实践、师生信念与语言政策，为实证研究提供了稳定的选题空间。

语言态度、说话者身份与意识形态

数据依据：主题聚类 'attitudes / speakers / identity' 占比 21.2%，涉及 attitudes、ideologies、minority、spanish、englishes 等术语；专题刊分布较为分散，无单一期次垄断。

选题价值：长期稳定的研究视角，适合从身份建构、语言意识形态等理论切入，探索特定群体或语境下的微观社会语言现象。

家庭语言政策与传承语维护

数据依据：主题聚类 'family / policy / families' 占比 12.3%，包含 parents、heritage、children、home 等术语；已有多期相关专题刊，如 2022 年第 9 期和 2021 年第 8 期，但仍有常规投稿空间。

选题价值：虽受专题刊集中发稿影响，但家庭语言政策仍是该刊持续关注的经典议题，可与情感、能动性等新兴热点结合。

外语学习中的情绪与动机（学术情绪转向）

数据依据：主题聚类 'foreign / learning / identity' 占比 11.3%，术语包括 enjoyment、emotions；热点关键词 'boredom' 近期出现 14 篇（此前 0 篇），'engagement' 28 篇（此前 1 篇），趋势分分别为 7.79 和 7.63。2025 年第 8 期有专题刊聚焦师生学术情绪。

选题价值：情绪转向是该刊近年增长迅速的方向，无聊、愉悦、参与、动机等概念为传统外语学习研究提供了新维度。

语言景观与社会符号分析

数据依据：主题聚类 'linguistic / landscape / signs' 占比 8.0%，包括 semiotic、signage、public 等术语；热点 'landscapes' 近期 16 篇（此前 0 篇），'multimodal' 15 篇（此前 0 篇），但期次集中度较高（57.1%、46.8%），部分与专题刊相关。

选题价值：具有持续热度，尤其适合结合多模态、超语理论进行公共空间的语言实践分析，但需注意与已有专题刊的差异化。

专题与期次影响i

识别单一期次主题集中，避免把专题期的短期集中误判为期刊长期偏好。

'Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights'

期次：2026年第4期　论文数：43

识别依据：题录中明确出现Special Issue/专题信息

代表主题：multilingual、disciplinary、literacies、linguistic

多语社会与学生英语实践

期次：2026年第1期　论文数：41

识别依据：题录中明确出现Special Issue/专题信息

代表主题：multilingual、social、students、english

多语教育政策与学生语言实践

期次：2025年第9期　论文数：46

识别依据：题录中明确出现Special Issue/专题信息

代表主题：multilingual、education、policy、students

innovative research approaches in the study of foreign language teachers' and learners' academic emotions

期次：2025年第8期　论文数：28

识别依据：题录中明确出现Special Issue/专题信息

代表主题：foreign、chinese、role、teachers'

'Exploring language dynamics across (migrant) communities'

期次：2025年第6期　论文数：11

识别依据：题录中明确出现Special Issue/专题信息

代表主题：migrant、multilingual、polish、families

CLIL课堂的跨语际与多模态

期次：2025年第5期　论文数：8

识别依据：题录中明确出现Special Issue/专题信息

代表主题：clil、translanguaging、multimodality、teacher

of the

期次：2025年第3期　论文数：28

识别依据：题录中明确出现Special Issue/专题信息

代表主题：literacy、role、school、context

'immigrant deaf and hard-of-hearing additional language learners '

期次：2025年第2期　论文数：28

识别依据：题录中明确出现Special Issue/专题信息

代表主题：efl、deaf、learners、english

海湾地区的汉语政策与语言市场

期次：2025年第1期　论文数：8

识别依据：题录中明确出现Special Issue/专题信息

代表主题：chinese、linguistic、policies、market

多语环境中的身份与汉语学习

期次：2025年第10期　论文数：41

识别依据：题录中明确出现Special Issue/专题信息

代表主题：identity、chinese、english、multilingual

音乐与土著语言复兴专题

期次：2024年第1期　论文数：8

识别依据：题录中明确出现Special Issue/专题信息

代表主题：music、song、gaelic、indigenous

英语跨文化使用与中国多语实践

期次：2024年第10期　论文数：32

识别依据：单一期次主题高度集中

代表主题：english、intercultural、use、chinese

非洲公共空间的多语实践

期次：2023年第9期　论文数：7

识别依据：单一期次主题高度集中

代表主题：public、african、spaces、multilingual

多语研究中的方法反思与位置性

期次：2023年第8期　论文数：8

识别依据：题录中明确出现Special Issue/专题信息

代表主题：implications、researching、positionality、multilingual

土耳其裔家庭语言政策比较

期次：2022年第9期　论文数：7

识别依据：题录中明确出现Special Issue/专题信息

代表主题：family、policy、turkish、parents

中英双语教育项目研究

期次：2022年第6期　论文数：8

识别依据：题录中明确出现Special Issue/专题信息

代表主题：education、bilingual、dual、program

课堂语言政策的困境与软实施

期次：2022年第4期　论文数：4

识别依据：题录中明确出现Special Issue/专题信息

代表主题：dilemmas、soft、power、teachers'

新语言使用者与少数语言复兴

期次：2022年第1期　论文数：7

识别依据：单一期次主题高度集中

代表主题：speakers、linguistic、basque、rethinking

标准语意识形态下的非标准变体

期次：2021年第9期　论文数：8

识别依据：题录中明确出现Special Issue/专题信息

代表主题：standard、ideology、turkish、shadow

多语家庭的语言库与政策

期次：2021年第8期　论文数：6

识别依据：题录中明确出现Special Issue/专题信息

代表主题：family、multilingual、repertoires、policy

波兰裔家庭的跨国语言实践

期次：2021年第5期　论文数：5

识别依据：单一期次主题高度集中

代表主题：practices、polish、families、communication

多语语境下的标准语意识形态

期次：2021年第2期　论文数：7

识别依据：题录中明确出现Special Issue/专题信息

代表主题：standard、multilingual、ideologies、russian

拉丁美洲的语言复兴与双语教育

期次：2021年第10期　论文数：7

识别依据：题录中明确出现Special Issue/专题信息

代表主题：revitalisation、introductory、comments、educacion

投稿建议i

综合用户方向、主题结构、近期题录和专题期次给出直接判断。

1
选题定位：确保研究问题明确锚定该刊核心领域（如多语教育、语言身份、语言政策等），避免纯二语习得或句法语义研究；可在引言中引用至少3篇该刊近5年高被引论文，并用其Aims & Scope校验选题边界。
2
材料与方法：优先采用质性或混合方法（叙事探究、民族志、主题分析等）；数据来源需清晰描述多语情境和参与者背景；若使用量化工具，必须报告试测信效度并保留多语种问卷样本。
3
论文结构与贡献表达：讨论部分必须用2-3个段落回应理论框架（如语言意识形态、超语、情感实践），并单独一节说明对多语教育或社会语言学的实践启示；摘要中避免罗列关键词，需呈现具体发现与理论贡献。
4
投稿前核验：浏览近三期目录，确认无高度雷同选题；检查参考文献中是否包含该刊2021年后的文章；将摘要与3个近期发表摘要对比，确保术语和论证风格一致；若涉及专题，核实征稿截止日期，勿投已关闭专题。

期刊基本画像

年度发文趋势

期刊题录分析

作者发文情况i

主题词统计i

中国作者发文统计i

论文研究取向i

作者合作结构i

高频合作作者

2026年论文分析

从最新论文观察到什么

投稿时可以直接怎么做

近三年上升的研究主题

language

multilingual

chinese

learning

teacher

emi

用户方向适配与选题结论

核心研究主题i

英语媒介教学（EMI）与多语课堂实践

语言态度、说话者身份与意识形态

家庭语言政策与传承语维护

外语学习中的情绪与动机（学术情绪转向）

语言景观与社会符号分析

推荐选题i

EMI 教师情感劳动的生态建构：高等教育课堂中的身份协商与叙事探究

情感福祉驱动下的家庭语言政策：传承语家庭亲子互动中的情感体验与语言意识形态——基于录像刺激回溯的质性研究

标牌中的多模态超语实践与语言价值化：中国城市商业区自发标牌和数字屏幕的语言景观考察

无聊情绪与多语能力作为线上跨文化协作中交际意愿的预测因素：基于经验取样法的国际学生混合研究

歌声中的语言复兴：苏格兰盖尔语社区音乐媒介实践中的语言社会化与身份建构

能动性与学术情绪在周末中文学校中的作用：华裔移民青少年传承语学习中的课堂民族志纵向考察

专题与期次影响i

'Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights'

多语社会与学生英语实践

多语教育政策与学生语言实践

innovative research approaches in the study of foreign language teachers' and learners' academic emotions

'Exploring language dynamics across (migrant) communities'

CLIL课堂的跨语际与多模态

of the

'immigrant deaf and hard-of-hearing additional language learners '

海湾地区的汉语政策与语言市场

多语环境中的身份与汉语学习

音乐与土著语言复兴专题

英语跨文化使用与中国多语实践

非洲公共空间的多语实践

多语研究中的方法反思与位置性

土耳其裔家庭语言政策比较

中英双语教育项目研究

课堂语言政策的困境与软实施

新语言使用者与少数语言复兴

标准语意识形态下的非标准变体

多语家庭的语言库与政策

波兰裔家庭的跨国语言实践

多语语境下的标准语意识形态

拉丁美洲的语言复兴与双语教育

投稿建议i