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Publié: (2025)

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Publié: (2024)

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Publié: (2024)

Issue Information ‐ TOC
Publié: (2024)

Issue Information ‐ TOC
Publié: (2025)

Issue Information ‐ TOC
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Issue Information ‐ TOC
Publié: (2025)

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Publié: (2025)

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Publié: (2024)

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Publié: (2025)

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Publié: (2024)

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Publié: (2024)

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Publié: (2024)

Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage?
par: Helen Zhao, et autres
Publié: (2026)

Crisis talk: Absolutism versus pluralism is SLA studies. A response to Lantolf, Poehner, and Rieker (2025)
par: Dwight Atkinson
Publié: (2026)

Making all repertoires count: Re‐envisioning TBLT through critical multilingual language awareness
par: Koen Van Gorp
Publié: (2026)

THE ISSUE: Re‐envisioning language education for a multilingual world
par: Kristin J. Davin
Publié: (2026)

Multilingual education in unequal contexts: Structural barriers to making all repertoires count in the global south
par: Pramod K. Sah
Publié: (2026)

The effect of multimodal input on L2 learners' reading comprehension: A preregistered eye‐tracking study
par: Tetiana Tytko, et autres
Publié: (2026)

Advocating theoretical plurality and methodological flexibility toward humanistic synergy in SLA/T research: A response to Lantolf, Poehner, and Rieker (2025)
par: Yongyan Zheng, et autres
Publié: (2026)

A nuclear families word list for French
par: Thomas Cobb, et autres
Publié: (2026)

Reading versus listening: Which one is more effective for incidental vocabulary learning?
par: Mahnaz Aliyar, et autres
Publié: (2026)

Trans ‐ing in education to confront polarizing forces in our increasingly interconnected world
par: Deborah Palmer
Publié: (2026)

Transnational literacy experiences and chronotopic identity work: A duoethnography of returnee English language teachers in China
par: Shan Chen, et autres
Publié: (2026)

On the need of pluralism and common ground in SLA
par: Simona Pekarek Doehler, et autres
Publié: (2026)

Research–Practice Partnerships: Shaping Next‐Generation Language Learning Research
par: Phil Hiver, et autres
Publié: (2026)

Multiword sequences do not predict speaking proficiency in dialogue: A pair‐level analysis
par: Takumi Uchihara, et autres
Publié: (2026)

Beyond crisis narratives: Synergy and incommensurability in SLA theory
par: Wander Lowie
Publié: (2026)

The role of institutions in language teacher educator well‐being: Unpacking the third pillar of positive psychology
par: Sarah Mercer, et autres
Publié: (2026)

“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices
par: Julie Choi, et autres
Publié: (2026)

How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching
par: Eunseok Ro, et autres
Publié: (2026)

Introduction to responses to Lantolf, Poehner, and Rieker's (2025) “Crisis! Commentary on 'synergies' in second language acquisition and teaching (SLA/T) and how the field may advance” (a response to Atkinson, Michel, and Ribeiro (Eds.) (2025) MLJ special issue: “Synergies in second language acquisition and teaching (SLA/T)”)
par: Marije Michel, et autres
Publié: (2026)

Static and dynamic evaluation of ideological and political affordances in and beyond language learning and teaching materials: An ecological affordance theory perspective
par: Lili Qin, et autres
Publié: (2026)

From obligation to opportunity: Language coaching as a positive institutional strategy in a public body
par: Deirdre Ní Loingsigh
Publié: (2026)

Defining “positive institution”: A multilevel analysis of support systems for foreign language engagement across family, classroom, school, and society
par: Chengchen Li
Publié: (2026)

Translanguaging silence and humor: Registering, resisting, and reconstructing identities in an English‐medium classroom in the United States
par: Gengqi Xiao
Publié: (2026)