Aboulela, L. (2007). The Translator. Edinburgh: Polygon.Google Scholar

Abram, D. (1997). The Spell of the Sensuous: Perception and Language in a More-than-Human World. New York: Vintage.Google Scholar

Adami, H. (2012). La formation linguistique des migrants adultes. Savoirs, 29(2), 9–44.Google Scholar

Afreen, A. (2022). Translator identity and the development of multilingual resources for language learning. TESOL Quarterly. https://doi.org/10.1002/tesq.3128Google Scholar

Agha, A. (2005). Voice, footing, enregisterment. Journal of Linguistic Anthropology, 15, 38–59. https://doi.org/10.1525/jlin.2005.15.1.38CrossRefGoogle Scholar

Agha, A. (2017). Money talk and conduct from cowries to bitcoin. Signs and Society, 5(2), 293–355. https://doi.org/10.1086/693775CrossRefGoogle Scholar

Ainsworth-Vaughn, N. (1998). Claiming Power in Doctor–Patient Talk. Oxford: Oxford University Press.Google Scholar

Al Arabiya English (2019). Saudi Arabia to include Chinese language in educational curriculum. Alarabiya.net. http://bit.ly/3cUPkjoGoogle Scholar

Albahari, M. (2015). Crimes of Peace: Mediterranean Migrations at the World’s Deadliest Border. Philadelphia: University of Pennsylvania Press.CrossRefGoogle Scholar

Alcover, A. M. & Moll i Casasnovas, F. de B. (1929–33). La flexió verbal en els dialectes Catalans, 4 vols. Barcelona: Anuari de l’Oficina Romànica.Google Scholar

Alduy, C. (2009). Against narratives II. Arcade article. https://arcade.stanford.edu/blogs/against-narratives-iiGoogle Scholar

Aliev, N. (2019). Evge. Ukraine: Limelite Productions and the Ministry of Culture of Ukraine.Google Scholar

Alim, H. S., Jooyoung, L. & Carris, L. M. (2010). ‘Short fried-rice-eating Chinese MCs’ and ‘good-hair-havin Uncle Tom niggas’: Performing race and ethnicity in freestyle rap battles. Journal of Linguistic Anthropology, 20(1), 116–33. https://doi.org/10.1111/j.1548-1395.2010.01052.x.116Google Scholar

Alim, H. S., & Reyes, A. (2011). Introduction: Complicating race; Articulating race across multiple social dimensions. Discourse & Society, 22(4), 379–84. https://doi.org/10.1177/0957926510395831Google Scholar

Alim, H. S., Rickford, J. R. & Ball, A. F. (2016). Raciolinguistics: How Language Shapes Our Ideas about Race. Oxford: Oxford University Press.CrossRefGoogle Scholar

Amin, A. (2015). Animated space. Public Culture, 27(2), 239–58.CrossRefGoogle Scholar

Anderson, B. (2006). Imagined Communities: Reflections on the Origin and Spread of Nationalism, 3rd ed. London: Verso.Google Scholar

Androutsopoulos, J. (2010). Ideologizing ethnolectal German. In Johnson, S. & Miliani, T. M., eds., Language Ideologies and Media Discourse: Texts, Practices, Politics. London: Continuum, pp. 182–202.Google Scholar

Ang, I. (2001). On Not Speaking Chinese: Living between Asia and the West. London: Routledge.Google Scholar

Ansre, G. (1974). Language standardisation in sub-Saharan Africa. In Fishman, J. A., ed., Advances in Language Planning. The Hague: De Gruyter Mouton, pp. 369–89.Google Scholar

Anthias, F. (2012). Transnational mobilities, migration research and intersectionality: Towards a translocational frame. Nordic Journal of Migration Research, 2(2), 102–10. https://doi.org/10.2478/v10202-011-0032-yGoogle Scholar

Antoniou, M. (2019). The advantages of bilingualism debate. Annual Review of Linguistics, 5, 395–415. https://doi.org/10.1146/annurev-linguistics-011718-011820Google Scholar

Anya, U. (2017). Racialized Identities in Second Language Learning: Speaking Blackness in Brazil. New York: Routledge.Google Scholar

Anyidoho, K. (2011). The Place We Call Home. Banbury, UK: Ayebia Clarke Publishing.Google Scholar

Appadurai, A. (2015). Mediants, materiality, normativity. Public Culture, 27(2), 221–37. https://doi.org/10.1215/08992363-2841832Google Scholar

Ardila, A., Bernal, B. & Rosselli, M. (2016). How localized are language brain areas? A review of Brodmann areas’ involvement in oral language. Archives of Clinical Neuropsychology, 31(1), 112–22. http://doi.org/10.1093/arclin/acv.081Google Scholar

Arel, D. (2017–18). Language, status, and state loyalty in Ukraine. Harvard Ukrainian Studies, 35(1/4), 233–63.Google Scholar

Aronin, L. & Ó Laoire, M. (2003). Multilingual students’ awareness of their language teacher’s other languages. Language Awareness, 12(3–4), 204–19. https://doi.org/10.1080/09658410308667077Google Scholar

Asher, R. E. & Moseley, C. T., eds. (2007). Atlas of the World’s Languages, 2nd ed. London & New York: Routledge.Google Scholar

Audrit, S. (2009). Variation linguistique et signification sociale chez les jeunes Bruxelloises issues de l’immigration maghrébine. Analyse socio-phonétique de trois variantes phonétiques non standard. Doctoral thesis, Université Catholique de Louvain.Google Scholar

Auer, P. (1984). Bilingual Conversation. Amsterdam & Philadelphia: John Benjamins.Google Scholar

Auer, P. (1999). Code-Switching in Conversation: Language, Interaction and Identity. London: Routledge.Google Scholar

Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9–32. https://doi.org/10.2307/3586949Google Scholar

Awung, F. N. (2014). Agency in translating ‘Une vie de boy’ into English: Exploring translator identity and translation strategies. Stellenbosch Papers in Linguistics Plus, 43, 17–30. https://doi.org/10.5842/43-0-156CrossRefGoogle Scholar

Ayres-Bennett, W. & Carruthers, J. (2018). Romance sociolinguistics: Past, present, future. In Ayres-Bennett, W. & Carruthers, J., eds., Manual of Romance Sociolinguistics. Berlin: De Gruyter, pp. 3–26.Google Scholar

Babaci-Wilhite, Z. (2010). Why is the choice of the language of instruction in which students learn best seldom made in Tanzania? In Desai, Z., Qorro, M. A. S. & Brock-Utne, B., eds., Educational Challenges in Multilingual Societies: LOITASA Phase Two Research. South Africa: African Minds, pp. 281–305.Google Scholar

Baggioni, D. (1994). Les langues dans l’espace urbain à l’Île Maurice. In Barbéris, J.-M., ed., La Ville. Arts de faire, manières de dire. Montpellier: Publications de l’université Paul Valéry-Montpellier 3, pp. 137–62.Google Scholar

Bailey, A. L. & Osipova, A. V. (2016). Children’s Multilingual Development and Education: Fostering Linguistic Resources in Home and School Contexts. Cambridge: Cambridge University Press.Google Scholar

Bailey, A. L., Yu, Y., Mistry, R., Martin, A. & Griffin, K. (2020). A longitudinal, cohort analysis of the academic performance of Spanish-English dual immersion elementary students. Annual Conference of the American Education Research Association, San Francisco, CA, USA (cancelled conference, April 2020).Google Scholar

Bailey, A. L., Zwass, R. H., Rivera-Torres, K. A. & Mistry, R. S. (2015). Young children’s development of ‘sociolinguistic cognition’ about different languages and their speakers. Poster presented at the Biennial Conference of the Society for Research on Child Development, Philadelphia, PE, USA (March 2015).Google Scholar

Bailey, B. (2000a). Social/interactional functions of code switching among Dominican Americans. Pragmatics, 10(2), 165–93.Google Scholar

Bailey, B. (2000b). The language of multiple identities among Dominican Americans. Journal of Linguistic Anthropology, 10(2), 190–223. https://doi.org/10.1525/jlin.2000.10.2.190Google Scholar

Bailey, B. (2007). Heteroglossia and boundaries. In Heller, M., ed., Bilingualism: A Social Approach. London: Palgrave Macmillan, pp. 257–74. https://doi.org/10.1007/s10993-008-9109-4Google Scholar

Bak, T. H. (2016). Cooking pasta in La Paz: Bilingualism, bias and the replication crisis. Linguistic Approaches to Bilingualism, 6(5), 699–717. https://doi.org/10.1075/lab.16002.bakCrossRefGoogle Scholar

Baker, M. (2010). Translation and activism: Emerging patterns of narrative community. In Tymoczko, M., ed., Translation, Resistance, Activism. Amherst & Boston: University of Massachusetts Press, pp. 23–41.Google Scholar

Bakhtin, M. M. (1981). The Dialogic Imagination: Four Essays. Austin: University of Texas Press. http://hdl.handle.net/2027/heb.09354Google Scholar

Bakhtin, M. M. (2012). Slovo v romane. In Ivanov, V., ed., Sobranie sochinenii (Vol. III). Moscow: Iazyki slavianskikh kul’tur, pp. 9–179.Google Scholar

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar

Baran, D. (2017). Language in Immigrant America. Cambridge: Cambridge University Press.Google Scholar

Barkhuizen, G., ed. (2017). Reflections on Language Teacher Identity Research. New York: Routledge.Google Scholar

Basham, C. & Fathman, A. (2008). The latent speaker: Attaining adult fluency in an endangered language. International Journal of Bilingual Education and Bilingualism, 11, 577–97.CrossRefGoogle Scholar

Bassetti, B. & Cook, V. (2011). Language and cognition: The second language user. In Cook, V. J. & Bassetti, B., eds., Language and Bilingual Cognition. Oxford: Psychology Press, pp. 143–90.Google Scholar

Batstone, R., ed. (2010). Sociocognitive Perspectives on Language Use and Language Learning. Oxford: Oxford University Press.Google Scholar

Bauman, R. (1977). Verbal Art as Performance. Prospect Heights, IL: Waveland.Google Scholar

Bauman, R. (1986). Story, Performance, and Event: Contextual Studies of Oral Narrative. Cambridge: Cambridge University Press.Google Scholar

Baynham, M. & Lee, T. K. (2019). Translation and Translanguaging. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781315158877Google Scholar

Beacco, J. C. & Byram, M. (2003). Guide for the Development of Language Education Policies in Europe: From Linguistic Diversity to Plurilingual Education. Strasbourg: Council of Europe.Google Scholar

Beaulieu, S., Woll, N., French, L. M. & Duchemin, M. (2018). Language learners’ metasociolinguistic reflections: A window into developing sociolinguistic repertoires. System, 76, 210–18. https://doi.org/10.1016/j.system.2018.07.001Google Scholar

Becker, M. & Levine, J. (2014). Experigen – An online experiment platform. Experigen website. http://becker.phonologist.org/experigenGoogle Scholar

Beiler, I. R. & Dewilde, J. (2020). Translation as translingual writing practice in English as an additional language. The Modern Language Journal, 104(3), 533–49. https://doi.org/10.1111/modl.12660Google Scholar

Bennett, J. (2010). Vibrant Matter: A Political Ecology of Things. Durham, NC: Duke University Press.Google Scholar

Benor, S. B. (2001). The learned /T/: Phonological variation in orthodox Jewish English. Penn Working Papers in Linguistics: Selected Papers from NWAV 2000, 1–16.Google Scholar

Ben-Rafael, E. & Ben-Rafael, M. (2015). Linguistic landscapes in an era of multiple globalizations. Linguistic Landscape, 1(1–2), 19–37. https://doi.org/10.1075/ll.1.1-2.02benCrossRefGoogle Scholar

Benson, P. (2017). Teacher autonomy and teacher agency. In Barkhuizen, G., ed., Reflections on Language Teacher Identity Research. New York: Routledge, pp. 18–23.Google Scholar

Benton, R. A. (1991). The Māori Language: Dying or Reviving? Honolulu: East West Center (Reprinted by New Zealand Council for Educational Research in 1997).Google Scholar

Benyamina, H. (2016). Divines. France: Easy Tiger.Google Scholar

Berger, S. (2008). Narrating the nation: Historiography and other genres. In Berger, S., Eriksonas, L. & Mycock, A., eds., Narrating the Nation: Representations in History, Media and the Arts. New York & Oxford: Berghahn Books, pp. 1–18.Google Scholar

Berns, J. (2015). Merging low vowels in metropolitan French. Journal of French Language Studies, 25, 317–38. https://doi.org/10.1017/S0959269515000174Google Scholar

Bertucci, M.-M., ed. (2013). Lieux de ségrégation sociale et urbaine: Tensions linguistiques et didactiques? Glottopol, 21 (Special issue), 1–167. http://glottopol.univ-rouen.fr/numero_21.htmlGoogle Scholar

Bhabha, H. K. (1990). Introduction: Narrating the nation. In Bhabha, H., ed., Nation and Narration. London & New York: Routledge, pp. 1–3.Google Scholar

Biber, D. & Conrad, S. (2009). Genre, Register and Style. Cambridge: Cambridge University Press.Google Scholar

Bielsa Mialet, E. (2010). The sociology of translation: Outline of an emerging field. MonTI: Monografías de Traducción e Interpretación, 2, 153–72. https://doi.org/10.6035/MonTI.2010.2.8Google Scholar

Billiez, J. (1992). Le parler véhiculaire interethnique de groupes d’adolescents en milieu urbain. In Gouaini, E. & Thiam, N., eds., Des villes et des langues. Paris: Didier Érudition, pp. 117–26.Google Scholar

Billig, M. (1995). Banal Nationalism. London: SAGE Publications.Google Scholar

Bishop, H., Coupland, N. & Garrett, P. (2005). Conceptual accent evaluation: Thirty years of accent prejudice in the UK. Acta Linguistica Hafniensia, 37(1), 131–54. https://doi.org/10.1080/03740463.2005.10416087Google Scholar

Black, S. P. (2012). Laughing to death: Joking as support amid stigma for Zulu-speaking South Africans living with HIV. Journal of Linguistic Anthropology, 22(1), 87–108. https://doi.org/10.1111/j.1548-1395.2012.01140.xCrossRefGoogle Scholar

Blackledge, A. (2000). Monolingual ideologies in multilingual states: Language, hegemony and social justice in Western liberal democracies. Sociolinguistic Studies, 1(2), 25–45. https://doi.org/10.1558/sols.v1i2.25Google Scholar

Blackledge, A. & Creese, A. (2013). Heteroglossia in English complementary schools. In Duarte, J. & Gogolin, I., eds., Linguistic Superdiversity in Urban Areas: Research Approaches. Amsterdam & Philadelphia: John Benjamins, pp. 123–42.Google Scholar

Blackledge, A. & Creese, A. (2014). Heteroglossia as practice and pedagogy. In Blackledge, A. & Creese, A., eds., Heteroglossia as Practice and Pedagogy. Dordrecht: Springer, pp. 1–20.CrossRefGoogle Scholar

Blackledge, A., Creese, A., Baraç, T., et al. (2008). Contesting ‘language’ as ‘heritage’: Negotiation of identities in late modernity. Applied Linguistics, 29, 533–54. https://doi.org/10.1093/applin/amn024Google Scholar

Blackledge, A. & Pavlenko, A. (2001). Negotiation of identities in multilingual contexts. International Journal of Bilingualism, 5(3), 243–57. https://doi.org/10.1177/13670069010050030101CrossRefGoogle Scholar

Blanchet, P. (2016). Discriminations linguistiques: Combattre la glottophobie, Paris: Textuel.Google Scholar

Block, D. (2000). Problematizing interview data: Voices in the mind’s machine? TESOL Quarterly. 34(4), 757–63. https://doi.org/10.2307/3587788Google Scholar

Block, D. (2003). The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press.Google Scholar

Block, D. (2006). Multilingual Identities in a Global City: London Stories. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar

Block, D. (2007). Second Language Identities. London & New York: Continuum.Google Scholar

Block, D. (2009). Identity in applied linguistics: The need for conceptual exploration. In Cook, V. & Li, W., eds., Contemporary Applied Linguistics. London: Continuum, pp. 215–32.Google Scholar

Block, D. (2014). Moving beyond ‘lingualism’: Multilingual embodiment and multimodality in SLA. In May, S., ed., The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. London: Routledge, pp. 54–77.Google Scholar

Block, D. (2015). Structure, agency, individualization and the critical realist challenge. In Deters, P., Gao, X., Miller, E. R. & Vitanova, G., eds., Theorizing and Analyzing Agency Second Language Learning: Interdisciplinary Approaches. Bristol: Multilingual Matters, pp. 17–36.Google Scholar

Block, D. (2016). Intersectionality in language and identity research. In Preece, S., ed., The Routledge Handbook of Language and Identity. Abingdon, Oxon: Routledge, pp. 507–22.Google Scholar

Block, D. (2017). Positioning theory and life-story interviews: Discursive fields, gaze and resistance. In Bagga-Gupta, S., Hansen, A. L. & Feilberg, J., eds., Identity Revisited and Reimagined: Empirical and Theoretical Contributions on Embodied Communication across Time and Space. Berlin: Springer, pp. 25–40.CrossRefGoogle Scholar

Block, D. (2018). The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging. Critical Inquiry in Language Studies, 15(4), 237–57. https://doi.org/10.1080/15427587.2018.1466300Google Scholar

Block, D. & Moncada-Comas, B. (2019). English-medium instruction in higher education and the ELT Gaze: STEM lecturers’ self-positioning as NOT English language teachers. International Journal of Bilingual Education and Bilingualism, 25(2), 401–17. https://doi.org/10.1080/13670050.2019.1689917Google Scholar

Block, N. (2011). The impact of two-way dual-immersion programs on initially English-dominant Latino students’ attitudes. Bilingual Research Journal, 34(2), 125–41. https://doi.org/10.1080/15235882.2011.598059Google Scholar

Block, N. & Vidaurre, L. (2019). Comparing attitudes of first-grade dual language immersion versus mainstream English students. Bilingual Research Journal, 42(2), 129–49. https://doi.org/10.1080/15235882.2019.1604452Google Scholar

Blommaert, J. (1999). Language Ideological Debates. Berlin & Boston: De Gruyter.Google Scholar

Blommaert, J. (2010). The Sociolinguistics of Globalization, Cambridge: Cambridge University Press.Google Scholar

Blommaert, J. (2012). Complexity, accent and conviviality: Concluding comments. Tilburg Papers in Culture Studies, 26, 1–16.Google Scholar

Blommaert, J. & Backus, A. (2011). Repertoires revisited: ‘Knowing language’ in superdiversity. Working Papers in Urban Language and Literacies, 67, 1–26.Google Scholar

Blommaert, J. & Backus, A. (2013). Superdiverse repertoires and the individual. In de Saint-Georges, I. & Weber, J.-J., eds., Multilingualism and Multimodality: Current Challenges for Educational Studies. Rotterdam: Sense Publishers, pp. 11–32.Google Scholar

Blommaert, J. & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 1–22. https://newdiversities.mmg.mpg.de/?page_id=2056Google Scholar

Blommaert, J. & Rampton, B. (2012). Language and superdiversity: A position paper. Working Papers in Urban Language & Literacies. https://bit.ly/3q119I7Google Scholar

Bloomfield, L. (1933). Language. New York: Henry Holt.Google Scholar

Blum, S. (2019). Chinese and social justice. In Huang, C.-R., Jing-Schmidt, Z. & Meisterernst, B., eds., Routledge Handbook of Chinese Applied Linguistics. New York: Routledge, pp. 220–34.Google Scholar

Boix-Fuster, E. & Sanz, C. (2008). Language and identity in Catalonia. In Niño-Murcia, M. & Rothman, J., eds., Bilingualism and Identity: Spanish at the Crossroads with Other Languages. Amsterdam & Philadelphia: John Benjamins, pp. 87–106.Google Scholar

Bokhorst-Heng, W. D. & Caleon, I. S. (2009). The language attitudes of bilingual youth in multilingual Singapore. Journal of Multilingual and Multicultural Development, 30(3), 235–51. https://doi.org/10.1080/01434630802510121Google Scholar

Bolton, G. (2010). Reflective Practice: Writing and Professional Development. London: SAGE Publications.Google Scholar

Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information, 16(6), 645–68. https://doi.org/10.1177/053901847701600601Google Scholar

Bourdieu, P. (1978). Capital symbolique et classes sociales. L’Arc, 72, 13–19.Google Scholar

Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. London: Routledge.Google Scholar

Bourdieu, P. (1986). The forms of capital. In Richardson, J., ed., Handbook of Theory and Research for the Sociology of Education. New York: Greenwood, pp. 241–58.Google Scholar

Bourdieu, P. (1987). Espace social et pouvoir symbolique. In Bourdieu, P., ed., Choses dites. Paris: Les Éditions de Minuit, pp. 147–66.Google Scholar

Bourdieu, P. (1991). Language and Symbolic Power, trans. Raymond, G. & Adamson, M., Thompson, J. B., ed. Cambridge, MA: Harvard University Press.Google Scholar

Bourdieu, P. (1993). The Field of Cultural Production. Cambridge: Polity Press.Google Scholar

Bourdieu, P. (2000). Pascalian Meditations. Cambridge: Polity Press.Google Scholar

Bourdieu, P. & Passeron, J.-C. (1970). La Reproduction: Élément d’une théorie du système d’enseignement. Paris: Les Éditions de Minuit.Google Scholar

Bower, K. (2019). Explaining motivation in language learning: A framework for evaluation and research. Language Learning Journal, 47(5), 558–74. https://doi.org/10.1080/09571736.2017.1321035Google Scholar

Boyd, S., Hoffman, M. F. & Walker, J. A. (2015). Sociolinguistic variation among multilingual youth: Comparing Swedish cities and Toronto. In Nortier, J. & Svendsen, B. A., eds., Language, Youth and Identity in the 21st Century: Linguistic Practices across Urban Spaces. Cambridge: Cambridge University Press, pp. 290–305.CrossRefGoogle Scholar

Boyer, H. (1997). ‘Nouveau français’, ‘parler jeune’ ou ‘langue des cités’? Remarques sur un objet linguistique médiatiquement identifié. Langue française, 114, 6–15.Google Scholar

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.Google Scholar

Bretherton, I., Oppenheim, D., Buchsbaum, H., Emde, R. N. & the MacArthur Narrative Group (1990). MacArthur story-stem battery. Unpublished manual, University of Wisconsin–Madison.Google Scholar

Britain, D. (2012). Countering the urbanist agenda in variationist sociolinguistics: Dialect contact, demographic change and the rural-urban dichotomy. In Hansen, S., Schwarz, C., Stoeckle, P. & Streck, T., eds., Dialectological and Folk Dialectological Concepts of Space: Current Methods and Perspectives in Sociolinguistic Research on Dialect Change. Berlin & Boston: De Gruyter, pp. 12–30.Google Scholar

Browne, M. H. (2005). Wairua and the relationship it has with learning te Reo Māori within Te Ataarangi. Master’s thesis, Massey University.Google Scholar

Brueggemann, W. (1997). Theology of the Old Testament: Testimony, Dispute, Advocacy. Augsburg: Fortress Press.Google Scholar

Bruner, E. & Iriki, A. (2016). Extending mind, visuospatial integration, and the evolution of the parietal lobes in the human genus. Quaternary International, 405(16), 98–110. https://doi.org/10.1016/j.quaint.2015.05.019Google Scholar

Bucholtz, M. (1999). ‘Why be normal?’ Language and identity practices in a community of nerd girls. Language in Society, 28, 203–23. http://escholarship.org/uc/item/73c1p4j9.pdfGoogle Scholar

Bucholtz, M. (2003). Sociolinguistic nostalgia and the authentication of identity. Journal of Sociolinguistics, 7(3), 398–416. https://doi.org/10.1111/1467-9481.00232Google Scholar

Bucholtz, M. (2009). From stance to style: Gender, interaction, and indexicality in Mexican immigrant youth slang. In Jaffe, A., ed., Stance: Sociolinguistic Perspectives. Oxford: Oxford University Press, pp. 146–70. https://doi.org/10.1093/acprofGoogle Scholar

Bucholtz, M. (2011). White Kids: Language, Race, and Styles of Youth Identity. Cambridge: Cambridge University Press.Google Scholar

Bucholtz, M. & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407Google Scholar

Bucholtz, M., Skapoulli, E., Barnwell, B. & Lee, J. E. J. (2011). Entextualized humor in the formation of scientist identities among US undergraduates. Anthropology and Education Quarterly, 42(3), 177–92. https://doi.org/10.1111/j.1548-1492.2011.01126.xGoogle Scholar

Bugge, E. (2015). Språktradering i Bolsøy. En variasjonslingvistisk analyse med vekt på familietilhørighet som sosial variabel. Unpublished PhD thesis, University of Bergen.Google Scholar

Bugge, E. (2018). Et sjølrapportert oversiktsbilde over språkforholda i noen romsdalsbygder. In Bjørhusdal, E., Bugge, E., Fretland, J. O. & Gujord, A. E., eds., Å skrive nynorsk og bokmål. Nye tverrfaglege perspektiv. Oslo: Samlaget, pp. 194–210.Google Scholar

Bulot, T. (1998). Langues en ville: Une signalisation sociale des territoires. Études normandes, 1, 41–5.Google Scholar

Bulot, T. (2001). L’essence sociolinguistique des territoires urbains: Un aménagement linguistique de la ville? Cahiers de sociolinguistique, 1(6), 5–11.CrossRefGoogle Scholar

Bulot, T., ed. (2004a). Lieux de ville et identité. Perspectives en sociolinguistique urbaine, vol. 1. Paris: L’Harmattan.Google Scholar

Bulot, T., ed. (2004b). Lieux de ville et territoires. Perspectives en sociolinguistique urbaine, vol. 2. Paris: L’Harmattan.Google Scholar

Bulot, T. (2006). La production discursive des normes: Centralité sociolinguistique et multipolarisation des espaces de références. French Language Studies, 16, 305–33. https://doi.org/10.1017/S0959269506002547CrossRefGoogle Scholar

Bulot, T. (2007). Espace urbain et mise en mot de la diversité linguistique. In Bierbach, C. & Bulot, T., eds., Les Codes de la ville. Culture, langues et formes d’expression urbaines. Paris: L’Harmattan, pp. 15–33.Google Scholar

Bulot, T., ed. (2009). Formes & normes sociolinguistiques (Ségrégations et discriminations urbaines), Paris: L’Harmattan.Google Scholar

Bulot, T. (2011). Le français, les langues et les villes. In Bulot, T. & Blanchet, P., Dynamiques de la langue française au 21ième siècle: Une introduction à la sociolinguistique. Rennes: Université de Rennes. www.sociolinguistique.frGoogle Scholar

Bulot, T. & Blanchet, P. (2013). Une introduction à la sociolinguistique: Pour l’étude des dynamiques de la langue française dans le monde, Paris: Éditions des Archives Contemporaines.Google Scholar

Bulot, T. & Dubois, L. (2005). Avant-propos: Villes et terrains multiformes. Revue de l’Université de Moncton, 36(1), 3–7. https://doi.org/10.7202/011986arGoogle Scholar

Bureiko, N. & Moga, T. (2019). The Ukrainian–Russian linguistic dyad and its impact on national identity in Ukraine. Europe-Asia Studies, 71(1), 137–55. https://doi.org/10.1080/09668136.2018.1549653Google Scholar

Burke, P. (2004). Languages and Communities in Early Modern Europe. Cambridge & New York: Cambridge University Press.Google Scholar

Burner, T. & Carlsen, C. (2019). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway. International Journal of Multilingualism, https://doi.org/10.1080/14790718.2019.1631317Google Scholar

Busch, B. (2006). Language biographies for multilingual learning: Linguistic and educational considerations. In B. Busch, J. Aziza & A. Tjoutuku, eds., Language Biographies for Multilingual Learning. Cape Town: PRAESA, pp. 5–17.Google Scholar

Busch, B. (2010). Die Macht präbabylonischer Phantasien: Ressourcenorientiertes sprachbiographisches Arbeiten. Zeitschrift für Literaturwissenschaft und Linguistik, 40(160), 58–82.Google Scholar

Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 503–23. https://doi.org/10.1093/applin/ams056Google Scholar

Busch, B. (2013). Mehrsprachigkeit. Vienna: UTB/Facultas.Google Scholar

Busch, B. (2015). Expanding the notion of the linguistic repertoire: On the concept of Spracherleben: The lived experience of language. Applied Linguistics, 38(3), 340–58. https://doi.org/10.1093/applin/amv030Google Scholar

Butler, J. (1993). Bodies that Matter: On the Discursive Limits of ‘Sex’. London: Routledge.Google Scholar

Butler, J. (1997). Excitable Speech: A Politics of the Performative. London: Routledge.Google Scholar

Calafato, R. (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education. https://doi.org/10.1111/ejed.12418Google Scholar

California Department of Education (CDE) (2018). California Global 2030. California Department of Education article. https://bit.ly/3hW3u46Google Scholar

California Department of Education (CDE) (2019). Facts about English learners in California – CalEdFacts. California Department of Education website. www.cde.ca.gov/ds/sd/cb/cefelfacts.aspGoogle Scholar

Calvet, L.-J. (1987). La Guerre des langues et les politiques linguistiques. Paris: Payot.Google Scholar

Calvet, L.-J. (1994). Les Voix de la ville. Introduction à la sociolinguistique urbaine. Paris: Payot.Google Scholar

Calvet, L.-J. (2005). Les Voix de la ville revisitées. Sociolinguistique urbaine ou linguistique de la ville? Revue de l’Université de Moncton, 36(1), 9–30. https://doi.org/10.7202/011987arGoogle Scholar

Cambridge Dictionary. [Online]. https://dictionary.cambridge.org/dictionary/english/adjectiveGoogle Scholar

Campbell, D. T. (2005). Ethnocentrism of disciplines and the Fish-Scale Model of omniscience. In Derry, S. J., Schunn, C. D. & Gernsbacher, M. A., eds., Interdisciplinary Collaboration: An Emerging Cognitive Science. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 3–22.Google Scholar

Campbell-Kibler, K. (2010). Sociolinguistics and perception. Language and Linguistics Compass, 4(6), 377–89. https://doi.org/10.1111/j.1749-818X.2010.00201.xGoogle Scholar

Canagarajah, S. (2011a). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95, 401–17. https://doi.org/10.1111/j.1540-4781.2011.01207.xGoogle Scholar

Canagarajah, S. (2011b). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–28. https://doi.org/10.1515/9783110239331.1CrossRefGoogle Scholar

Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. Abingdon, Oxon: Routledge.Google Scholar

Canagarajah, S. & Liyanage, I. (2012). Lessons from pre-colonial multilingualism. In Martin-Jones, M., Blackledge, A. & Creese, A., eds., The Routledge Handbook of Multilingualism. London: Routledge, pp. 49–65.Google Scholar

Canagarajah, S. & Matsumoto, Y. (2017). Negotiating voice in translingual literacies: From literacy regimes to contact zones. Journal of Multilingual and Multicultural Development, 38(5), 390–406. https://doi.org/10.1080/01434632.2016.1186677Google Scholar

Carr, E. S. & Lempert, M. (2016). Scale: Discourse and Dimensions of Social Life. Berkeley: University of California Press.Google Scholar

Carruthers, J. & Fisher, L. (2020). Conducting interdisciplinary research in Modern Languages: Towards ‘common ground’ and ‘integration’. Modern Languages Open, 49, 1–16. https://doi.org.10.3828/mlo.v0i0.276Google Scholar

Cavarero, A. (2005). For More than One Voice: Towards a Philosophy of Vocal Pedagogy. Stanford, CA: Stanford University Press.Google Scholar

Cekaite, A. & Björk-Willén, P. (2013). Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use. International Journal of Bilingualism, 17(2), 174–88. https://doi.org/10.1177%2F1367006912441417CrossRefGoogle Scholar

Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18. https://doi.org/10.1017/S026719051300007XGoogle Scholar

Cenoz, J. & Gorter, D. (2006). Linguistic landscape and minority languages. International Journal of Multilingualism, 3(1), 67–80. https://doi.org/10.1080/14790710608668386Google Scholar

Cervantes-Soon, C. G., Dorner, L., Palmer, D., Heiman, D., Schwerdtfeger, R. & Choi, J. (2017). Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education, 41, 403–27. https://doi.org/10.3102%2F0091732X17690120Google Scholar

Chambers, C. (2017). Ideology and normativity. Aristotelian Society Supplementary Volume, 91(1), 175–95. https://doi.org/10.1093/arisup/akx008Google Scholar

Chan, L., Dörnyei, Z. & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Dörnyei, Z., MacIntyre, P. & Henry, A., eds., Motivational Dynamics in Language Learning. Bristol: Multilingual Matters, pp. 238–59.Google Scholar

Chan, S. K. (2015). Identity and Theatre Translation in Hong Kong. Heidelberg: Springer. https://doi.org/10.1007/978-3-662-45541-8Google Scholar

Charmaz, K. (2014). Constructing Grounded Theory: A Practical Guide through Qualitative Analysis, 2nd ed. London: SAGE Publications.Google Scholar

Chemero, A. (2003). An outline of a theory of affordances. Ecological Psychology, 15(2), 181–95. https://doi.org/10.1207/S15326969ECO1502_5Google Scholar

Chen, M. (2017). 国内近十年城市居民语言态度述评. [A review of language attitudes studies on Chinese urban residents in the last decade]. Modern Chinese, 8, 119–22.Google Scholar

Cheshire, J. (2020). Taking the longer view: Explaining Multicultural London English and Multicultural Paris French. Journal of Sociolinguistics, 24(3), 308–27. https://doi.org/10.1111/josl.12385Google Scholar

Cheshire, J., Kerswill, P., Fox, S. & Torgersen, E. (2011). Contact, the feature pool and the speech community: The emergence of Multicultural London English. Journal of Sociolinguistics, 15(2), 151–96. https://doi.org/10.1111/j.1467-9841.2011.00478.xGoogle Scholar

Cheshire, J., Nortier, J. M. & Adger, D. (2015). Emerging multiethnolects in Europe. Queen Mary’s Occasional Papers Advancing Linguistics, 33, 1–27.Google Scholar

China (2016). Law of the People’s Republic of China on the standard spoken and written Chinese language. Chinese Law & Government, 48(4), 275–78.Google Scholar

Cho, G., Shin, F. & Krashen, S. (2004). What do we know about heritage languages? What do we need to know about them? Multicultural Education, 11(4), 23–6.Google Scholar

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press.Google Scholar

Chomsky, N. (1986). Knowledge of Language: Its Nature, Origin, and Use. Westport, CT: Praeger.Google Scholar

Chomsky, N. (2000a). The Architecture of Language. Mukherji, N., Narayan Patnaik, B. & Agnihotri, R. K., eds. New Delhi, Oxford & New York: Oxford University Press.Google Scholar

Chomsky, N. (2000b). New Horizons in the Study of Language and Mind. Cambridge: Cambridge University Press.Google Scholar

Chong, R. H.-H. & Tan, Y.-Y. (2013). Attitudes toward accents of Mandarin in Singapore. Chinese Language and Discourse, 4(1), 120–40. https://doi.org/10.1075/cld.4.1.04choGoogle Scholar

Chrisp, S. (2005). Māori intergenerational language transmission. International Journal of the Sociology of Language, 172, 149–81. https://doi.org/10.1515/ijsl.2005.2005.172.149Google Scholar

Chun, E. (2009). Speaking like Asian immigrants: Intersections of accommodation and mocking at a U.S. high school. Pragmatics, 19(1), 17–38.Google Scholar

Chun, E. (2013). Ironic blackness as masculine cool: Asian American language and authenticity on YouTube. Applied Linguistics, 34(5), 592–612. https://doi.org/10.1093/applin/amt023CrossRefGoogle Scholar

Chun, E. (2016). The meaning of Ching-Chong: Language, racism, and response in new media. In Alim, H. S., Rickford, J. R. & Ball, A. F., eds., Raciolinguistics: How Language Shapes Our Ideas about Race. New York: Oxford University Press, pp. 81–96.Google Scholar

Chun, E. & Lo, A. (2016). Language and racialization. In Bonvillain, N., ed., The Routledge Handbook of Linguistic Anthropology. New York: Routledge, pp. 220–33.Google Scholar

Chun, E. & Walters, K. (2011). Orienting to Arab orientalisms: Language, race, and humor in a YouTube video. In Thurlow, C. & Mroczek, K., eds., Digital Discourse: Language in the New Media. New York: Oxford University Press, pp. 251–72.Google Scholar

Clark, A. (2008). Where brain, body and world collide. In Knappett, C. & Malafouris, L., eds., Material Agency: Towards a Non-Anthropocentric Approach. New York: Springer, pp. 1–18.Google Scholar

Clyne, M. (2017 [1998]). Multilingualism. In Coulmas, F., ed., The Handbook of Sociolinguistics. Oxford: Blackwell, pp. 301–14. https://doi.org/10.1002/9781405166256.ch18Google Scholar

CNN.com (2014). A divided Ukraine. CNN.com article. https://edition.cnn.com/interactive/2014/02/world/ukraine-dividedGoogle Scholar

Cole, M. W., David, S. S. & Jiménez, R. T. (2016). Collaborative translation: Negotiating student investment in culturally responsive pedagogy. Language Arts, 93(6), 430–43.Google Scholar

Conein, B. & Gadet, F. (1998). Le ‘français populaire’ des jeunes de la banlieue parisienne entre permanence et innovation. In Androutsopoulos, J. & Scholz, A., eds., Jugendsprache, Langue des jeunes, Youth Language. Frankfurt: Peter Lang, pp. 105–23.Google Scholar

Conteh, J. & Meier, G., eds. (2014). The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol: Multilingual Matters.Google Scholar

Cook, V. (2009). Multilingual Universal Grammar as the norm. In Leung, Y.-K. I., ed., Third Language Acquisition and Universal Grammar. Bristol: Multilingual Matters, pp. 55–69.Google Scholar

Cook, V. (2013). Multicompetence. In Chapelle, C. A., ed., The Encyclopedia of Applied Linguistics. Oxford: Blackwell. pp. 3768–74.Google Scholar

Cook, V. & Newson, M. (2007). Chomsky’s Universal Grammar: An Introduction, 3rd ed. Oxford & New York: Blackwell.Google Scholar

Coquillon, A. & Turcsan, G. (2012). An overview of the phonological and phonetic properties of Southern French. In Gess, R. S., Lyche, C. & Meisenburg, T., eds., Phonological Variation in French: Illustrations from Three Continents. Amsterdam: John Benjamins, pp. 105–27.Google Scholar

Costa, J. (2016). Revitalising Language in Provence: A Critical Approach. Oxford: Blackwell & Philological Society.Google Scholar

Costa-Galligani, S. & Sabatier, C. (1999). ‘Si on dit Mélanie… ça fait Méfélafanifi’ – un exemple de parler urbain: La langue de /fφ/. LIDIL, 19, 43–57.Google Scholar

Coste, D., Moore, D. & Zarate, G. (1997). Compétence plurilingue et pluriculturelle. Strasbourg: Conseil de l’Europe. https://rm.coe.int/168069d29cGoogle Scholar

Coste, D., Moore, D. & Zarate, G. (2009). Plurilingual and pluricultural competence. Strasbourg: Conseil de l’Europe. https://rm.coe.int/168069d29bGoogle Scholar

Council of Europe. (1992). European Charter for Regional or Minority Languages (5 November 1992). Strasbourg: Council of Europe.Google Scholar

Cowley, S. (2012). Distributed language. In Cowley, S., ed., Distributed Language. Amsterdam: John Benjamins, pp. 1–14.Google Scholar

Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–15. https://doi.org/10.1111/j.1540-4781.2009.00986.xGoogle Scholar

Creese, A. & Blackledge, A. (2011). A flexible and separate bilingualism in complementary schools. Journal of Pragmatics, 43, 1196–208.CrossRefGoogle Scholar

Creese, A. & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20–35. https://doi.org/10.1017/S0267190514000233Google Scholar

Cronin, M. (2006). Translation and Identity. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9780203015698Google Scholar

Cruickshank, K. (2014). Exploring the -lingual between bi and mono: Young people and their languages in an Australian context. In Conteh, J. & Meier, G., eds., The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol: Multilingual Matters, pp. 41–63.Google Scholar

Crystal, D. (2000). Language Death. Cambridge: Cambridge University Press.Google Scholar

Culler, J. (1997). Literary Theory: A Very Short Introduction. Oxford & New York: Oxford University Press.Google Scholar

Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853596773Google Scholar

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 10(2), 221–40. https://journals.lib.unb.ca/index.php/CJAL/article/view/19743Google Scholar

Cummins, J. & Early, M., eds. (2011). Identity Texts: The Collaborative Creation of Power in Multilingual Schools. London: Trentham Books. https://doi.org/10.1080/13670050.2012.678084Google Scholar

Cummins, J., Mirza, R. & Stille, S. (2012). English language learners in Canadian schools: Emerging directions for school-based policies. TESL Canada Journal, 29, 25–48. https://doi.org/10.18806/tesl.v29i0.1121Google Scholar

Curdt-Christiansen, X. L. & Gao, A. X. (2020). Family language policy and planning in China: The changing landscape. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2020.1819049Google Scholar

Curdt-Christiansen, X. L. & Hancock, A., eds. (2014). Learning Chinese in Diasporic Communities: Many Pathways to Being Chinese. Amsterdam: John Benjamins.Google Scholar

Dabène, L. & Billiez, J. (1984). Recherches sur la situation sociolinguistique des jeunes issus de l’immigration. Première partie du rapport ronéotypé Aspects sociolinguistiques et didactiques du phénomène migratoire en France. Grenoble: CDL-Lidilem.Google Scholar

Dagenais, D. (2003). Accessing imagined communities through multilingualism and immersion education. Journal of Language, Identity & Education, 2(4), 269–83. https://doi.org/10.1207/S15327701JLIE0204_3Google Scholar

Dagenais, D., Moore, D., Sabatier, C., Lamarre, P. & Armand, F. (2009). Linguistic landscape and language awareness. In Gorter, D. & Shohamy, E., eds., Linguistic Landscape: Expanding the Scenery. New York & London: LEA Routledge, pp. 253–69.Google Scholar

Dagenais, D., Toohey, K., Fox, A. & Singh, A. (2017). Multilingual and multimodal composition at school: ScribJab in action. Language and Education, 31(3), 263–82. https://doi.org/10.1080/09500782.2016.1261893Google Scholar

Danbolt, A. M. V., Alstad, G. T. & Randen, G. T. (2018). Litterasitet og flerspråklighet. Bergen: Fagbokforlaget.Google Scholar

Daniëls, H. (2018). Diglossia: A language ideological approach. Pragmatics, 28(2), 185–216.Google Scholar

Darling-Hammond, L. & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute Research Brief. https://bit.ly/2XpK12pGoogle Scholar

Darvin, R. & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56. https://doi.org/10.1017/S0267190514000191Google Scholar

Darvin, R. & Norton, B. (2016). Investment and language learning in the 21st century. Langage et Société, 157(3), 19–38. https://doi.org/10.3917/ls.157.0019CrossRefGoogle Scholar

Darvin, R. & Norton, B. (2021). Investment and motivation in language learning: What’s the difference? Language Teaching. https://doi.org/10.1017/S0261444821000057Google Scholar

Davies, B. & Harré, R. (1999). Positioning and personhood. In Harré, R. & van Langenhove, L., eds., Positioning Theory. London: SAGE Publications, pp. 32–52.Google Scholar

Davis, B. & Sumara, D. J. (2006). Complexity and Education: Inquiries into Learning, Teaching, and Research. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

Day, C. & Gu, Q. (2010). The New Lives of Teachers. London: Routledge.Google Scholar

Dearden, J. (2015). English as a Medium of Instruction: A Growing Global Phenomenon. London: British Council.Google Scholar

Deaux, K. & Perkins, T. S. (2001). The kaleidoscopic self. In Sedikides, C. & Brewer, M. B., eds., Individual Self, Relational Self, Collective Self. Philadelphia, PA: Psychology Press, pp. 299–313.Google Scholar

de Bot, K. (2017). Complexity theory and dynamic systems theory: Same or different? In Ortega, L. & Han, Z., eds., Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman. Philadelphia, PA: John Benjamins, pp. 51–58.Google Scholar

De Fina, A. (2003). Identity in Narrative: A Study of Immigrant Discourse. Amsterdam: John Benjamins.Google Scholar

De Fina, A. (2013). Narratives as practices: Negotiating identities through storytelling. In Barkhuizen, G., ed., Narrative Research in Applied Linguistics. Cambridge: Cambridge University Press, pp. 154–75.Google Scholar

De Fina, A. (2016). Storytelling and audience reactions in social media. Language in Society, 45(4), 473–98. https://doi.org/10.1017/S0047404516000051Google Scholar

De Fina, A. & Georgakopoulou, A. (2012). Analyzing Narrative: Discourse and Sociolinguistic Perspectives. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781107415324.004Google Scholar

De Fina, A. & Georgakopoulou, A. (2015). The Handbook of Narrative Analysis. Chichester: Wiley-Blackwell.Google Scholar

De Fina, A. & Perrino, S. (2011). Interviews vs. ‘natural’ contexts: A false dilemma. Language in Society, 40(1), 1–11. https://doi.org/10.1017/S0047404510000849Google Scholar

De Fina, A. & Perrino, S. (2019). Storytelling in the Digital World. Amsterdam: John Benjamins.Google Scholar

De Fina, A. & Toscano-Gore, B. (2017). Online retellings and the viral transformation of a twitter breakup story. Narrative Inquiry, 27(2), 235–60. https://doi.org/10.1075/ni.27.2.03defGoogle Scholar

DeFrancis, J. (1984). The Chinese Language: Fact and Fantasy. Honolulu: University of Hawaii Press.Google Scholar

De Houwer, A. (2015). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19(2), 169–84. https://doi.org/10.1177%2F1367006913489202CrossRefGoogle Scholar

De Jong, E. J., Yilmaz, T. & Marichal, N. (2019). A multilingualism-as-a-resource orientation in dual language education. Theory into Practice, 58(2), 107–20. https://doi.org/10.1080/00405841.2019.1569375CrossRefGoogle Scholar

Deleuze, G. & Guattari, F. (1987). A Thousand Plateaus: Capitalism and Schizophrenia, trans. Massumi, B.. Minneapolis: University of Minnesota Press.Google Scholar

Delsing, L. O. & Lundin Åkesson, K. (2005). Håller språket ihop Norden? En forskningsrapport om ungdomars förståelse af danska, svenska och norska. Copenhagen: Nordic Council of Ministers.Google Scholar

DeLuca, V., Rothman, J., Bialystok, E. & Pliatsikas, C. (2019). Redefining bilingualism as a spectrum of experiences that differentially affects brain structure and function. PNAS, 116(15), 7565–74. https://doi.org/10.1073/pnas.1811513116Google Scholar

Dennett, D. (1991). Consciousness Explained. New York: Little, Brown and Company.Google Scholar

Dewaele, J.-M. (2013). Emotions in Multiple Languages, 2nd ed. Basingstoke: Palgrave Macmillan.Google Scholar

DeWeerdt, S. (2019). How to map the brain. Nature, 571, S6–S8. https://doi.org/10.1038/d41586-019-02208-0Google Scholar

Dewilde, J. (2019). Translation and translingual remixing: A young person developing as a writer. International Journal of Bilingualism, 23(5), 942–53. https://doi.org/10.1177/1367006917740975Google Scholar

Diao, W. (2016). Peer socialization into gendered L2 Mandarin practices in a study abroad context: Talk in the dorm. Applied Linguistics, 37, 599–620. https://doi.org/10.1093/applin/amu053Google Scholar

Diao, W. & Liu, H-Y. (2020). Starting college, quitting foreign language: The case of learners of Chinese language during secondary-postsecondary transition. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2020.1726753Google Scholar

Dick, H. P. & Wirtz, K. (2011). Racializing discourses. Journal of Linguistic Anthropology, 21, 2–10. https://doi.org/10.1111/j.1548-1395.2011.01094.xGoogle Scholar

Dickinson, J. A. (2007). ‘Go [expletive] a girl for me’: Bivalent meaning, cultural miscues and verbal play in Ukrainian migrant labor stories. Journal of Linguistic Anthropology, 17(2), 231–45. https://doi.org/10.1525/jlin.2007.17.2.231.231Google Scholar

Dorian, N. C. (1994). Purism vs compromise in language revitalization and language revival. Language in Society, 23, 479–94. https://doi.org/10.1017/S0047404500018169Google Scholar

Dörnyei, Z. (2009). The L2 motivational self system. In Dörnyei, Z. & Ushioda, E., eds., Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, pp. 9–42.Google Scholar

Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In Macaro, E., ed., Continuum Companion to Second Language Acquisition. London: Continuum, pp. 247–67.Google Scholar

Dörnyei, Z., MacIntyre, P. D. & Henry, A., eds. (2015). Motivational Dynamics in Language Learning. Bristol: Multilingual Matters.Google Scholar

Dörnyei, Z. & Ushioda, E., eds. (2009). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.Google Scholar

Dörnyei, Z. & Ushioda, E. (2011). Teaching and Researching Motivation, 2nd ed. Harlow: Longman/Pearson.Google Scholar

Douglas Fir Group (DFG). (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(1), 19–47. https://doi.org/10.1111/modl.12301Google Scholar

Drager, K. (2013). Experimental methods in sociolinguistics. In Holmes, J. & Hazen, K., eds., Research Methods in Sociolinguistics: A Practical Guide. Chichester: John Wiley & Sons, pp. 58–73.Google Scholar

Drummond, R. (2018). Researching Urban Youth Language and Identity. London: Palgrave Macmillan.Google Scholar

Du, H. (2015). American college students studying abroad in China: Language, identity, and self-presentation. Foreign Language Annals, 48, 250–66. https://doi.org/10.1111/flan.12138Google Scholar

Du, H. (2018). The complexity of study abroad: Stories from ethnic minority American students in China. Annual Review of Applied Linguistics, 38, 122–39. https://doi.org/10.1017/S0267190518000065Google Scholar

Dubiner, D. (2018). ‘Write it down and then what?’ Promoting pre-service teachers’ language awareness, metacognitive development and pedagogical skills through reflections on vocabulary acquisition and teaching. Language Awareness, 27(4), 277–94. https://doi.org/10.1080/09658416.2018.1521815Google Scholar

Du Bois, J. W. (2007). The stance triangle. In Englebretson, R., ed., Stancetaking in Discourse: Subjectivity, Evaluation, Interaction. Amsterdam: John Benjamins, pp. 140–82.Google Scholar

Duchêne, A. & Heller, M. (2012). Language in Late Capitalism: Pride and Profit. Abingdon, Oxon: Routledge.Google Scholar

Duff, P. (2014). Language socialization into Chinese language and ‘Chineseness’ in diaspora communities. In Curdt-Christiansen, X. L. & Hancock, A., eds., Learning Chinese in Diasporic Communities: Many Pathways to Being Chinese. Amsterdam: John Benjamins, pp. 13–34.Google Scholar

Duff, P. (2015). Transnationalism, multilingualism, and identity. Annual Review of Applied Linguistics, 35, 57–80. https://doi.org/10.1017/S026719051400018XGoogle Scholar

Duff, P. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. The Modern Language Journal, 103 (Supplement 2019), 6–22.Google Scholar

Duff, P. (2020). Multiscalar research on family language policy and planning in China: Commentary. Current Issues in Language Planning. https://doi-org/10.1080/14664208.2020.1840833Google Scholar

Duff, P., Anderson, T., Doherty, L. & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear. Global Chinese, 1(1), 139–68. https://doi.org/10.1515/glochi-2015-1006Google Scholar

Duff, P., Anderson, T., Ilnyckyj, R., VanGaya, E., Wang, R. & Yates, E. (2013). Learning Chinese: Linguistic, Sociocultural, and Narrative Perspectives. Berlin & Boston: De Gruyter.Google Scholar

Duff, P. & Doherty, L. (2019). Learning ‘Chinese’ as heritage language: Challenges, issues, and ways forward. In Huang, C.-R, Jing-Schmidt, Z. & Meisterernst, B., eds., Routledge Handbook of Chinese Applied Linguistics. New York: Routledge, pp. 149–64.Google Scholar

Duff, P. & Li, D. (2014). Rethinking heritage languages: Ideologies, practices, and priorities in Canada and China. In Trifonas, P. & Aravossitas, T., eds., Rethinking Heritage Language Education. Cambridge: Cambridge University Press, pp. 45–65.Google Scholar

Eberhard, D. M., Simons, G. F. & Fennig, C. D., eds. (2020a). Ethnologue: Languages of the World, 23rd ed. Dallas, TX: SIL International.Google Scholar

Eberhard, D. M., Simons, G. F. & Fennig, C. D., eds. (2020b). Ukraine. In Ethnologue: Languages of the World, 23rd ed. Dallas, TX: SIL International. www.ethnologue.com/country/UA/languagesGoogle Scholar

Eberhardt, M. (2018). Stylistic variation in /R/: Shifting personas on a bridal reality television show. Sociolinguistic Studies, 12(3-4), 345–66. https://doi.org/10.1558/sols.33923Google Scholar

Ebuchi, T. (2019). Foreign workforce of 2.2m helps Japan ease labor crunch. NIEKEI Asia article. https://s.nikkei.com/35mhtLpGoogle Scholar

Eckert, P. (1989). The whole woman: Sex and gender differences in variation. Language Variation and Change, 1(3), 245–67. https://doi.org/10.1017/S095439450000017XGoogle Scholar

Eckert, P. (2000). Language Variation as Social Practice: The Linguistic Construction of Identity in Belten High. Oxford: Wiley-Blackwell.Google Scholar

Eckert, P. (2008a). Variation and the indexical field. Journal of Sociolinguistics, 12, 453–76. https://doi.org/10.1111/j.1467-9841.2008.00374.xGoogle Scholar

Eckert, P. (2008b). Where do ethnolects stop? International Journal of Bilingualism, 12, 25–42. https://doi.org/10.1177/13670069080120010301Google Scholar

Eckert, P. (2012). Three waves of variation study: The emergence of meaning in the study of sociolinguistic variation. Annual Review of Anthropology, 41, 87–100. https://doi.org/10.1146/annurev-anthro-092611-145828Google Scholar

Eckert, P. (2016a). Third Wave variationism. Oxford Handbooks Online. https://doi-org/10.1093/oxfordhb/9780199935345.013.27Google Scholar

Eckert, P. (2016b). Variation, meaning and social change. In Coupland, N., ed., Sociolinguistics: Theoretical Debates. Cambridge: Cambridge University Press, pp. 68–85.Google Scholar

Ehrman, M. E. & Dörnyei, Z. (1998). Interpersonal Dynamics in Second Language Education: The Visible and Invisible Classroom. Thousand Oaks, CA: SAGE Publications.Google Scholar

Eiksund, H. (2018). Monolingual biliteracy. In Bjørhusdal, E., Bugge, E., Fretland, J. O. & Gujord, A.-K. H., eds., Å skrive nynorsk og bokmål: Nye tverrfaglege perspektiv. Oslo: Samlaget, pp. 31–52.Google Scholar

Ellis, E. (2006). Monolingualism: The unmarked case. Sociolinguistic Studies/Estudios de Sociolinguistica, 7(2), 173–96. https://doi.org/10.1558/sols.v7i2.173Google Scholar

Ellis, E. M. (2012). Language awareness and its relevance to TESOL. University of Sydney Papers in TESOL, 7, 1–23.Google Scholar

Empson, W. (1949). Seven Types of Ambiguity. London: Chatto and Windus.Google Scholar

Enfield, N. (2017). Distribution of agency. In Enfield, N. & Kockelman, P., eds., Distributed Agency. Oxford: Oxford University Press, pp. 9–14.Google Scholar

Erentaitė, R., Vosylis, R., Gabrialavičiūtė, I. & Raižienė, S. (2018). How does school experience relate to adolescent identity formation over time? Cross-lagged associations between school engagement, school burnout and identity processing styles. Journal of Youth and Adolescence, 47(4), 760–74. https://doi.org/10.1007/s10964-017-0806-1Google Scholar

Escafré-Dublet, A. (2014). Mainstreaming Immigrant Integration Policy in France. Brussels: Migration Policy Institute Report.Google Scholar

Evans, M., Schneider, C., Arnot, M., et al. (2020). Language Development and the Social Integration of Students with English as an Additional Language. Cambridge: Cambridge University Press.Google Scholar

Extra, G. & Gorter, D., eds. (2008). Multilingual Europe: Facts and Policies. Berlin: Mouton de Gruyter.Google Scholar

Eychenne, J. (2019). On the deletion of word-final schwa in southern French. Phonology, 33(3), 355–89. https://doi.org/10.1018/S0952675719000198Google Scholar

Eze, B. E. (1997). Aspects of language contact: A variationist perspective on codeswitching and borrowing in Igbo-English bilingual discourse. Unpublished PhD thesis, University of Ottawa.Google Scholar

Fagyal, Z. (2010). Accents de banlieue: Aspects prosodiques du français populaire en contact avec les langues de l’immigration. Paris: L’Harmattan.Google Scholar

Fantini, A. (1985). Language Acquisition of a Bilingual Child: A Sociolinguistic Perspective. San Diego, CA: College Hill Press.Google Scholar

Farr, M. (2011). Urban plurilingualism: Language practices, policies, and ideologies in Chicago. Journal of Pragmatics, 43(5), 1161–72. https://doi.org/10.1016/j.pragma.2010.10.008Google Scholar

Faubion, J. & Marcus, G. E. (2009). Fieldwork Is Not What It Used to Be: Learning Anthropology’s Method in a Time of Transition. Ithaca, NY: Cornell University Press.Google Scholar

Feinauer, E. & Howard, E. R. (2014). Attending to the third goal: Cross-cultural competence and identity development in two-way immersion programs. Journal of Immersion and Content-Based Language Education, 2(2), 257–72. https://doi.org/10.1075/jicb.2.2.07feiGoogle Scholar

Feltin-Palas, M. (2018). Moi aussi j’ai corrigé mon accent dit ‘de banlieue’. L’Express (19 Oct. 2018). http://bit.ly/3ovdDHAGoogle Scholar

Féral, C. de (2012). ‘Parlers jeunes’: Une utile invention? Langage et Société, 3(141), 21–46.Google Scholar

Ferguson, C. A. (1959). Diglossia. Word, 15(2), 325–40. https://doi.org/10.1080/00437956.1959.11659702Google Scholar

Ferrando, F. (2013). Posthumanism, transhumanism, antihumanism, metahumanism, and new materialisms: Differences and relations. Existenz, 8(2), 26–32.Google Scholar

Feryok, A. & Mercer, S. (2017). Introduction to the special issue on time. Innovation in Language Learning and Teaching, 11(3), 203–6. https://doi.org/10.1080/17501229.2017.1317255Google Scholar

Finnin, R. (2011). Nationalism and the lyric. The Slavonic and East European Review, 89(1), 29–55.Google Scholar

Finnin, R. & Kozachenko, I. (2020). Ukraine’s multilingualism: Introduction. Journal of Soviet and Post-Soviet Politics and Society, 6(1), 1–12.Google Scholar

Fisher, L. (2001). MFL recruitment post-16: The pupils’ perspective. Language Learning Journal, 23, 33–40. https://doi.org/10.1080/09571730185200071Google Scholar

Fisher, L., Evans, M., Forbes, K., Gayton, A. & Liu, Y. (2020). Participative multilingual identity construction in the languages classroom: A multi-theoretical conceptualisation. International Journal of Multilingualism, 17(4), 448–66. https://doi.org/10.1080/14790718.2018.1524896Google Scholar

Fishman, J. A. (1984). Epistemology, methodology and ideology in the sociolinguistic enterprise. Language Learning, 33(5), 33–47. https://doi.org/10.1111/j.1467-1770.1984.tb01323.xGoogle Scholar

Fishman, J. A. (1991). Reversing Language Shift. Bristol: Multilingual Matters.Google Scholar

Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–20. https://doi.org/10.1002/tesq.114Google Scholar

Flum, H. & Kaplan, A. (2012). Identity formation in educational settings: A contextualized view of theory and research in practice. Contemporary Educational Psychology, 37(3), 240–5. https://doi.org/10.1016/j.cedpsych.2012.01.003Google Scholar

Fónagy, I. (1989). Le français change de visage? Revue romane, 24, 225–53.Google Scholar

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. & Rutgers, D. (2021). Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention. The Language Learning Journal, 49(4), 433–51. https://doi.org/10.1080/09571736.2021.1906733Google Scholar

Forgas, J. P. & Williams, K. D. (2003). The social self: Introduction and overview. In Forgas, J. P. & Williams, K. D., eds., The Social Self: Cognitive, Interpersonal, and Intergroup Perspectives. Hove, UK: Psychology Press, pp. 1–18.Google Scholar

Foucault, Michel. (1966). Les Mots et les choses: Une archéologie des sciences humaines. Paris: Gallimard. [English version, The Order of Things: An Archaeology of the Human Sciences, anon. trans. (1970). London: Tavistock.]Google Scholar

Foucault, M. (1975). Surveiller et punir. Naissance de la prison. Paris: Gallimard.Google Scholar

Foucault, M. (1989 [1972]). The Archaeology of Knowledge. London: Routledge.Google Scholar

Foucault, M. (2003 [1973]). Birth of the Clinic. London: Routledge.Google Scholar

Franceschini, R. (2011). Multilingualism and multicompetence: A conceptual view. The Modern Language Journal, 95(3), 344–55. https://doi.org/10.1111/j.1540-4781.2011.01202.xGoogle Scholar

Fraser, N. (1995). From redistribution to recognition? Dilemmas of justice in a ‘post-socialist’ age. New Left Review, 212, 68–93.Google Scholar

Fraser, N. (2000). Rethinking recognition. New Left Review, 3, 107–20.Google Scholar

Freire, P. (2006). Pedagogia do Oprimido, 43rd ed. São Paulo: Paz e Terra.Google Scholar

Fuller, J. F. (2007). Language choice as a means of shaping identity. Journal of Linguistic Anthropology, 17(1), 105–29. https://doi.org/10.1525/jlin.2007.17.1.105Google Scholar

Gadet, F., ed. (2017). Les Parlers jeunes dans l’Île de France multiculturelle, Paris: Ophrys.Google Scholar

Gadet, F. & Guerin, E. (2016). Construire un corpus pour des façons de parler non standard: ‘Multicultural Paris French’. Corpus, 15, 1–16. https://doi.org/10.4000/corpus.3049.Google Scholar

Gal, S. (1989). Codeswitching and consciousness in the European periphery. American Ethnologist, 14(4), 637–53. https://doi.org/10.1525/ae.1987.14.4.02a00030Google Scholar

Gal, S. (2006). Migration, minorities and multilingualism: Language ideologies in Europe. In Mar-Molinero, C. & Stevenson, P., eds., Language Ideologies, Policies and Practices: Language and the Future of Europe. Basingstoke: Palgrave Macmillan, pp. 13–27.Google Scholar

Gal, S. (2016). Scale-making: Comparison and perspective as ideological projects. In Carr, E. S. & Lempert, M., eds., Scale: Discourse and Dimensions of Social Life. Berkeley: University of California Press, pp. 90–111.Google Scholar

Gal, S. (2019). Making registers in politics: Circulation and ideologies of linguistic authority. Journal of Sociolinguistics, 23, 450–66. https://doi.org/10.1111/josl.12374Google Scholar

Gal, S. & Irvine, J. T. (2019). Signs of Difference: Language and Ideology in Social Life. Cambridge: Cambridge University Press.Google Scholar

Gan, N. (2020). How China’s new language policy sparked rare backlash in Inner Mongolia. CNN.com article. http://cnn.it/3d6MqZ3Google Scholar

Gao, X. (2010). Strategic Language Learning: The Roles of Agency and Context. Bristol: Multilingual Matters.Google Scholar

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley Blackwell.Google Scholar

García, O. & Kleifgen, J. A. (2010). Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners. New York: Teachers College Press.Google Scholar

García, O. & Li, W. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan. https://doi.org/10.1057/9781137385765Google Scholar

García, O. & Li, W. (2018). Translanguaging. In Chapelle, C. A., ed., The Encyclopedia of Applied Linguistics. London: John Wiley & Sons, pp. 1–7.Google Scholar

García, O. & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 95(3), 385–400. https://doi.org/10.1111/j.1540-4781.2011.01208.xGoogle Scholar

García-Mateus, S. & Palmer, D. (2017). Translanguaging pedagogies for positive identities in two-way dual language bilingual education. Journal of Language, Identity & Education, 16(4), 245–55. https://doi.org/10.1080/15348458.2017.1329016Google Scholar

Gardner, R. C. & Lambert, W. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.Google Scholar

Garza, E. & Arreguín-Anderson, M. G. (2018). Translanguaging: Developing scientific inquiry in a dual language classroom. Bilingual Research Journal, 41(2), 101–16. https://doi.org/10.1080/15235882.2018.1451790Google Scholar

Gasquet-Cyrus, M. (2013). Perspectives dynamiques sur la ségrégation sociolinguistique en milieu urbain: Le cas de Marseille. Glottopol, 21, 9–21. http://glottopol.univ-rouen.fr/numero_21.htmlGoogle Scholar

Gauchat, L. (1905). L’unité phonétique dans le patois d’une commune. In Aus romanischen Sprachen und Literaturen: Festschrift für Heinrich Morf […]. Halle/S.: Max Niemeyer, pp. 175–232. [English version, Phonetic unity in the dialect of a single village, trans. Sarah Cummins (2008). Historiographia Linguistica, 35, 227–74.]Google Scholar

Gee, J. (1991). Socio-cultural approaches to literacy (literacies). Annual Review of Applied Linguistics, 12, 31–48. https://doi.org/10.1017/S0267190500002130Google Scholar

Gee, J. P. (2007). Good Video Games + Good Learning: Collected Essays on Video Games. New York: Peter Lang.Google Scholar

Gee, J. P. (2008). Social Linguistics and Literacies: Ideology in Discourses, 3rd ed. London: Falmer.Google Scholar

Genesee, F. (2008). Early dual language learning. Zero to Three, 29(1), 17–23.Google Scholar

Giampapa, F. (2001). Hyphenated identities: Italian-Canadian youth and the negotiation of ethnic identities in Toronto. International Journal of Bilingualism, 5(3), 279–315. https://doi.org/10.1177/13670069010050030301Google Scholar

Gibb, R. & Danero Iglesias, J. (2017). Breaking the silence (again): On language learning and levels of fluency in ethnographic research. The Sociological Review, 65(1), 134–49. https://doi.org/10.1111/1467-954X.12389Google Scholar

Gibb, R., Tremlett, A. & Danero Iglesias, J. (2019). Learning and Using Languages in Ethnographic Research. Bristol: Multilingual Matters.Google Scholar

Gibson-Graham, J. K. & Gerda, R. (2010). An economic ethics for the anthropocene. Antipode, 41(S1), 320–46. https://doi.org/10.1111/j.1467-8330.2009.00728.xGoogle Scholar

Giddens, A. (1979). Central Problems in Social Theory. Berkeley: University of California Press.Google Scholar

Giddens, A. (1984). The Constitution of Society: Outline of the Theory of Structuration. Los Angeles: University of California Press.Google Scholar

Giddens, A. (1991). Modernity and Self-identity: Self and Society in the Late Modern Age. Cambridge: Polity.Google Scholar

Gil, J. (2017). Soft Power and the Worldwide Promotion of Chinese Language Learning Beliefs and Practices: The Confucius Institute Project. Bristol: Multilingual Matters.Google Scholar

Gil, J. (2020). Will a character based writing system stop Chinese becoming a global language? A review and reconsideration of the debate. Global Chinese, 6, 25–48. https://doi.org/10.1515/glochi-2020-0001Google Scholar

Giles, H. & Billings, A. C. (2004). Assessing language attitudes: Speaker evaluation studies. In A. Davies & C. Elder, eds, The Handbook of Applied Linguistics. Oxford: Blackwell, pp. 187–209. https://doi.org/10.1002/9780470757000.ch7Google Scholar

Giles, H., Harrison, C., Creber, C., Smith, P. M. & Freeman, N. H. (1983). Developmental and contextual aspects of children’s language attitudes. Language & Communication, 3(2), 141–6. https://doi.org/10.1016/0271-5309(83)90011-3Google Scholar

Gilliéron, J. & Edmont, E. (1902–1910). Atlas linguistique de la France. Paris: H. Champion.Google Scholar

Gilman, M. & Norton, B. (2020). Storybooks Canada and English language learners in multilingual classrooms. BC TEAL Journal, 5(1), 1–18. https://doi.org/10.14288/bctj.v5i1.340Google Scholar

Giordano, B. (2004). The politics of the Northern League and Italy’s changing attitude towards Europe. Perspectives on European Politics and Society, 5(1), 61–79. https://doi.org/10.1163/156802504323089365Google Scholar

Gluszek, A. & Dovidio, J. F. (2010). Speaking with a nonnative accent: Perceptions of bias, communication difficulties, and belonging in the United States. Journal of Language and Social Psychology, 29(2), 224–34. https://doi.org/10.1177/0261927X09359590Google Scholar

Goebl, H. (1982). Dialektometrie: Prinzipien und Methoden des Einsatzes der numerischen Taxonomie im Bereich der Dialektgeographie. Vienna: Denkschriften der Österreichischen Akademie der Wissenschaften, phil.-hist. Klasse.Google Scholar

Goebl, H. (1984). Dialektometrische Studien, anhand italoromanischer, rätoromanischer und galloromanischer Sprachmaterialien aus AIS und ALF, 3 vols. Tübingen: Niemeyer.Google Scholar

Goffman, E. (1981). Forms of Talk. Philadelphia: University of Pennsylvania Press.Google Scholar

Gogolin, I., Siemund, P., Schulz, M. & Davydova, J. (2013). Multilingualism, language contact, and urban areas: An introduction. In Siemund, P., Gogolin, I., Schulz, M. & Davydova, J., eds., Multilingualism and Language Contact in Urban Areas. Acquisition – Identities – Space – Education. Amsterdam: John Benjamins, pp. 1–15.Google Scholar

Goodwin, C. (2003). The semiotic body in its environment. In Coupland, J. & Gwyn, R., eds., Discourses of the Body. New York: Palgrave Macmillan, pp.19–42.Google Scholar

Gorter, D., ed. (2006). Linguistic Landscape: A New Approach to Multilingualism. Clevedon: Multilingual Matters.Google Scholar

Gorter, D. (2013). Linguistic landscapes in a multilingual world. Annual Review of Applied Linguistics, 33, 190–212. https://doi.org/10.1017/S0267190513000020Google Scholar

Gorter, D. & Cenoz, J. (2017). Language education policy and multilingual assessment. Language and Education, 31(3), 231–48. https://doi.org/10.1080/09500782.2016.1261892Google Scholar

Gotschall, J. (2012). The Storytelling Animal: How Stories Made Us Human. New York: Houghton Mifflin Harcourt.Google Scholar

Gouanvic, J.-M. (2005). A Bourdieusian theory of translation, or the coincidence of practical instances: Field, ‘habitus’, capital and ‘illusio’. The Translator, 11(2), 147–66. https://doi.org/10.1080/13556509.2005.10799196Google Scholar

Graeber, D. (2001). Toward an Anthropological Theory of Value: The False Coin of Our Own Dreams. New York: Palgrave.Google Scholar

Graeber, D. (2004). Fragments of an Anarchist Anthropology. Chicago, IL: Prickly Paradigm Press.Google Scholar

Gramling, D. (2016). The Invention of Monolingualism. New York & London: Bloomsbury.Google Scholar

Griffin, K., Bailey, A. L. & Mistry, R. (2019). What educators of young dual language immersion students learn from a bilingual approach to assessment. In Zein, M. S. & Garton, S., eds., Early Language Learning and Teacher Education. Clevedon: Multilingual Matters, pp. 242–62.Google Scholar

Grodzinsky, Y. (2000). The neurology of syntax: Language use without Broca’s area. Behavioral and Brain Sciences, 23(1), 1–71. https://doi.org/10.1017/s0140525x00002399Google Scholar

Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36(1), 3–15. https://doi.org/10.1016/0093-934x(89)90048-5Google Scholar

Grunnskolens informasjonssystem (GIS). Utdanningsdirektoratet website, n.d. http://bit.ly/3q4q7GpGoogle Scholar

Gube, J. & Gao, F. (2019). Education, Ethnicity and Equity in the Multilingual Asian Context. Singapore: Springer Singapore.Google Scholar

Guerin, E. & Paternostro, R. (2014). What is langue des jeunes and who speaks it? In Tyne, H., André, V. & Benzitoun, C., eds., French through Corpora: Ecological and Data-Driven Perspectives in French Language Studies. Newcastle: Cambridge Scholars, pp. 139–66.Google Scholar

Guibernau, M. (2013). Belonging: Solidarity and Division in Modern Societies. Cambridge: Polity.Google Scholar

Gumperz, J. J. (1968). The speech community. In Sills, D. L., ed., International Encyclopedia of the Social Sciences. New York: Macmillan, pp. 381–6.Google Scholar

Gumperz, J. J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.Google Scholar

Gunderson, L., D’Silva, R. A. & Odo, D. M. (2014). ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice, 3rd ed. New York: Routledge/Taylor & Francis Group.Google Scholar

Guo, L. (2004). The relationship between Putonghua and Chinese dialects. In Zhou, M. & Sun, H., eds., Language Policy in the People’s Republic of China: Theory and Practice since 1949. Boston: Kluwer Academic Publishers, pp. 45–54.Google Scholar

Gutiérrez, K. D., Baquedano-López, P. & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity: An International Journal, 6(4), 286–303.Google Scholar

Hammarberg, B. (2010). The languages of the multilingual: Some conceptual and terminological issues. IRAL-International Review of Applied Linguistics in Language Teaching, 48(2–3), 91–104. https://doi.org/10.1515/iral.2010.005Google Scholar

Han, H. (2013). Individual grassroots multilingualism in Africa Town in Guangzhou: The role of states in globalization. International Multilingual Research Journal, 7, 83–97. https://doi.org/10.1080/19313152.2013.746803Google Scholar

Hanna, S. (2016). Bourdieu in Translation Studies: The Socio-Cultural Dynamics of Shakespeare Translation in Egypt. New York: Routledge. https://doi.org/10.4324/9781315753591Google Scholar

Hansen, A. B. (2012). A study of young Parisian French. In Gess, R. S., Lyche, C. & Meisenburg, T., eds., Phonological Variation in French: Illustrations from Three Continents. Amsterdam: John Benjamins, pp. 151–72.Google Scholar

Hansen, A. B. (2015). Sensibilité et insensibilité devant la variation phonétique: Une étude perceptive sur le français de la région parisienne. Langage et Société, 151, 45–65.Google Scholar

Harré, R. (2004). Positioning theory. www.massey.ac.nz/~alock/virtual/positioning.docGoogle Scholar

Harré, R. (2012). Positioning theory: Moral dimensions of socio-cultural psychology. In Valsiner, J., ed., The Oxford Handbook of Culture and Psychology. Oxford: Oxford University Press, pp. 191–206.Google Scholar

Harré, R. & van Langenhove, L., eds. (1999a). Positioning Theory. London: SAGE Publications.Google Scholar

Harré, R. & van Langenhove, L. (1999b). The dynamics of social episodes. In Harré, R. & van Langenhove, L., eds., Positioning Theory. London: SAGE Publications, pp. 1–13.Google Scholar

Harris, R. (1998). Introduction to Integrational Linguistics. Oxford: Pergamon.Google Scholar

Haugen, E. (1950a). Problems of bilingualism. Lingua, 2(3), 271–90. https://doi.org/10.1016/0024-3841(49)90028-5Google Scholar

Haugen, E. (1950b). The analysis of linguistic borrowing. Language, 26(2), 210–31. https://doi.org/10.2307/410058Google Scholar

Haugen, E. (1953). The Norwegian Language in America. Philadelphia: University of Pennsylvania Press.Google Scholar

Haukås, Å. (2014). Metakognisjon om språk og språklæring i et flerspråklighetsperspektiv. Acta Didactica Norge, 8(2), Art-7. https://doi.org/10.5617/adno.1130Google Scholar

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18. https://doi.org/10.1080/14790718.2015.1041960Google Scholar

Haukås, Å. (2017). Zur Förderung von Mehrsprachigkeit in DaF-Lehrwerken. Deutsch als Fremdsprache, 54(3), 158–67.Google Scholar

Haukås, Å. (2019). Einstellungen und Erfahrungen von Lehramtsstudierenden zur Mehrsprachigkeitsorientierung im Deutschunterricht. German as a Foreign Language, 1, 5–24. www.gfl-journal.de/1-2019/Haukas.pdfGoogle Scholar

Haukås, Å. & Speitz, H. (2018). Plurilingual learning and teaching. In Bøhn, H., Dypedahl, M. & Myklevold, G. A., eds., Teaching and Learning English. Oslo: Cappelen Damm Akademisk, pp. 303–21.Google Scholar

Haukås, Å. , Storto, A. & Tiurikova, I. (2021a). Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity. The Language Learning Journal, 49(4), 404–19. https://doi.org/10.1080/09571736.2021.1915367Google Scholar

Haukås, Å. , Storto, A. & Tiurikova, I. (2021b). The Ungspråk project: Researching multilingualism and multilingual identity in lower secondary schools. Globe: A Journal of Language, Culture and Communication, 12, 83–98.Google Scholar

Hauser, M. D., Chomsky, N. & Fitch, W. T. (2002). The faculty of language: what is it, who has it, and how did it evolve? Science, 298: 1569–79. 10.1126/science.298.5598.1569Google Scholar

Hawkins, M. (2018). Transmodalities and transnational encounters: Fostering critical cosmopolitan relations. Applied Linguistics, 39(1), 55–77.Google Scholar

He, A. W. (2006). Toward an identity-based model for the development of Chinese as a heritage language. Heritage Language Journal, 4(1), 1–28.Google Scholar

He, A. W. (2010). The heart of heritage: Sociocultural dimensions of heritage language acquisition. Annual Review of Applied Linguistics, 30, 66–82. https://doi.org/10.1017/S0267190510000073Google Scholar

He, A. W. (2012). Heritage language socialization. In Duranti, A., Ochs, E. & Schieffelin, B., eds., The Handbook of Language Socialization. Malden, MA: Wiley-Blackwell, pp. 587–609.Google Scholar

He, A. W. (2014). Identity construction throughout the life cycle. In Wiley, T., Peyton, J., Christian, D., Moore, S. & Liu, N., eds., Handbook of Heritage and Community Languages in the United States: Research, Educational Practice, and Policy. New York: Routledge, pp. 324–32.Google Scholar

He, A. W. (2015). Literacy, creativity, and continuity: A language socialization perspective on heritage language classroom interaction. In Markee, N., ed., The Handbook of Classroom Discourse and Interaction. Malden, MA: Wiley-Blackwell, pp. 304–18.Google Scholar

Hedges, C. (2003). War Is a Force that Gives Us Meaning. New York: Random House.Google Scholar

Heller, M., ed. (1988). Codeswitching: Anthropological and Sociolinguistic Perspectives. Berlin: Mouton de Gruyter.Google Scholar

Heller, M. (2005). Une approche sociolinguistique à l’urbanité. Revue de l’Université de Moncton, 36(1), 321–46. https://doi.org/10.7202/011997arGoogle Scholar

Heller, M., ed. (2007). Bilingualism: A Social Approach. London: Palgrave Macmillan.Google Scholar

Heller, M., Campbell, M., Dalley, P. & Patrick, D. (1999). Linguistic Minorities and Modernity: A Sociolinguistic Ethnography. London: Longman.Google Scholar

Herasymova, A. (2017). Serhii Zhadan: Tsiu viinu ne pomistysh v zhodnu literaturu. Espreso.tv. article. http://bit.ly/3nvW0pCGoogle Scholar

Herman, D. (2004). Story Logic: Problems and Possibilities of Narrative. Lincoln: University of Nebraska Press.Google Scholar

Herman, D. (2006). Dialogue in a discourse context: Scenes of talk in fictional narrative. Narrative Inquiry, 16(1), 75–84. https://doi.org/10.1075/ni.16.1.11herGoogle Scholar

Herrmann, K. J., Bager-Elsborg, A. & McCune, V. (2017). Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education. Higher Education, 74(3), 385–400. https://doi.org/10.1007/s10734-016-9999-6Google Scholar

Hewitt, R. (1986). White Talk, Black Talk: Inter-racial Friendship and Communication amongst Adolescents. Cambridge: Cambridge University Press.Google Scholar

Higby, E., Kim, J. & Obler, L. K. (2013). Multilingualism and the brain. Annual Review of Applied Linguistics, 33, 68–101. https://doi.org/10.1017/S0267190513000081Google Scholar

Higgins, A. (2019). Oleg Sentsov: Russian by blood and language, Ukrainian in spirit. New York Times (27 Sept. 2019). http://nyti.ms/3boce1VGoogle Scholar

Hill, J. (2008). The Everyday Language of White Racism. Chichester: Wiley-Blackwell.Google Scholar

Hinton, L., Huss, L. & Roche, G., eds. (2018). The Routledge Handbook of Language Revitalization. London: Routledge.Google Scholar

Hiver, P. & Al-Hoorie, A. H. (2019). Research Methods for Complexity Theory in Applied Linguistics. Bristol: Multilingual Matters. https://doi.org/10.21832/HIVER5747Google Scholar

Hoare, R. (2001). An integrative approach to language attitudes and identity in Brittany. Journal of Sociolinguistics, 5(1), 73–84. https://doi.org/10.1111/14679481.00138Google Scholar

Hogan, P. C. (2009). Understanding Nationalism: On Narrative, Cognitive Science, and Identity. Columbus: The Ohio State University Press.Google Scholar

Hornberger, N. H., ed. (2008). Can Schools Save Indigenous Languages? Policy and Practice on Four Continents. Basingstoke: Palgrave Macmillan.Google Scholar

Hornsby, D. & Jones, M. C. (2013). Exception française? Levelling, exclusion and urban social structure in France. In Jones, M. C. & Hornsby, D., eds., Language and Social Structure in Urban France. London: Legenda, pp. 94–109.Google Scholar

House, J., Ruano, M. R. M. & Baumgarten, N. (2005). Translation and the Construction of Identity. Seoul: International Association for Translation and Intercultural Studies.Google Scholar

Howard, E. R., Lindholm-Leary, K. J., Rodgers, D., et al. (2018). Guiding principles for dual Language Education. Washington, DC: Center for Applied Linguistics.Google Scholar

Howard, K. B., Gibson, J. L. & Katsos, N. (2020). Parental perceptions and decisions regarding maintaining bilingualism in autism. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04528-xGoogle Scholar

Howard, K. B., Katsos, N. and Gibson, J. L. (2020). Practitioners’ perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings. British Educational Research Journal. https://doi.org/10.1002/berj.3662Google Scholar

Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–88. https://doi.org/10.1177/1049732305276687Google Scholar

Hutchins, E. (2014). The cultural ecosystem of human cognition. Philosophical Psychology, 27(1), 34–49. https://doi.org/10.1080/09515089.2013.830548Google Scholar