Issue Information ‐ Copyright Page

Issue Information ‐ Copyright Page
Publicado: (2025)

Issue Information
Publicado: (2026)

Issue Information
Publicado: (2026)

Issue Information
Publicado: (2026)

Issue Information
Publicado: (2025)

Issue Information
Publicado: (2025)

Issue Information
Publicado: (2025)

Issue Information ‐ TOC
Publicado: (2024)

Issue Information ‐ TOC
Publicado: (2024)

Issue Information ‐ TOC
Publicado: (2024)

Issue Information ‐ TOC
Publicado: (2024)

Issue Information ‐ TOC
Publicado: (2025)

Issue Information ‐ TOC
Publicado: (2025)

From the Editor: In recognition and with appreciation
Publicado: (2024)

Twenty‐first century technologies and language education: Charting a path forward
por: Richard Kern
Publicado: (2024)

Some considerations on the emotions of heritage language learners, teachers, and users
por: Jean‐Marc Dewaele
Publicado: (2024)

The role of individual learner differences in explicit language instruction
por: Karen Roehr‐Brackin, et al.
Publicado: (2024)

Memory and motivation in language revitalization practice
por: Allison Taylor‐Adams
Publicado: (2024)

Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms
por: Rima Elabdali
Publicado: (2024)

Forthcoming in The Modern Language Journal, 108, 2
Publicado: (2024)

Give you some color: Chinese language teachers’ encounters of race and racialization in American K–12 schools
por: Wenhao Diao, et al.
Publicado: (2024)

Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom
por: Jaume Batlle Rodríguez, et al.
Publicado: (2024)

Negotiating family language policy: Emotional experiences and playful language input in heritage language learning
por: Nermin Cantas
Publicado: (2024)

NFMLTA/MLJ Roundtable Conference Grant
Publicado: (2024)

A small lens on timescales and multimodality in classroom language learning emotions
por: Richard J. Sampson
Publicado: (2024)

Triangulating learner corpus and online experimental data: Evidence from gender agreement and relative clauses in L2 Greek
por: Despina Papadopoulou, et al.
Publicado: (2024)

Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators
por: Melina Porto, et al.
Publicado: (2024)

An asymmetrical partnership: The shifting onus of Hmong heritage language teaching from families to dual‐language programs
por: Lee Her
Publicado: (2024)

Withdrawn: Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing
Publicado: (2024)

Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword
por: Meagan Driver
Publicado: (2024)

Emotion labor, investment, and volunteer teachers in heritage language education
por: Asma Afreen, et al.
Publicado: (2024)

NFMLTA grant programs
Publicado: (2024)

Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power
por: Juyoung Song, et al.
Publicado: (2024)

The importance of seeking feedback for benefiting from feedback: A case of second language writing
por: Mostafa Papi, et al.
Publicado: (2024)

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students
por: Hung Tzu Huang, et al.
Publicado: (2024)

Spoken word choreographies in additional language learning practices in upper secondary school: Entanglements between languaging‐and‐dancing
por: Sofia Jusslin, et al.
Publicado: (2024)