| A translanguaging view of the linguistic system of bilinguals |
26 |
| Accomplishing rapport in qualitative research interviews: Empathic moments in interaction |
7 |
| Transforming instruction to activity: Roleplay in language assessment |
6 |
| Deaf people with no language: Mobility and flexible accumulation in languaging practices of deaf people in Cambodia |
5 |
| ALR special issue: Visual methods in Applied Language Studies |
5 |
| Translanguaging in Yucatec Maya signing communities |
4 |
| Children's drawings as part of School Language Profiles: Heteroglossic realities in families and schools |
4 |
| Beliefs and practices of foreign language learning: A visual analysis |
4 |
| So, why do you sign? Deaf and hearing new signers, their motivation, and revitalisation policies for sign languages |
4 |
| Sign-speaking: The structure of simultaneous bimodal utterances |
3 |
| Actively managed products: Think-aloud data and methods in applied linguistics research |
3 |
| Word knowledge in academic literacy skills among collegiate ESL learners |
3 |
| Words and images of multilingualism: A case study of two North Korean refugees |
3 |
| Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method |
3 |
| 'If I didn't know you what would you want me to see?': Poetic mappings in neo-materialist research with young asylum seekers and refugees |
3 |
| Visual accounts of Finnish and Greek teenagers' perceptions of their multilingual language and literacy practices |
3 |
| Children's images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances |
3 |
| Drawings are talking: Exploring language learners' beliefs through visual narratives |
3 |
| Young learners' portrayals of 'good English teacher' identities in South Korea |
2 |
| What does it mean to be an English teacher in Brazil? Student teachers' beliefs through narratives in a distance education programme |
2 |
| Visualizing EFL teacher identity (re)construction in materials design and implementation |
2 |
| The effects of integrating goal setting and reading strategy instruction on English reading proficiency and learning motivation: A quasi-experimental study |
2 |
| Beyond '(non) native-speakerism': Being or becoming a native-speaker teacher of English |
1 |
| Microaggressions as speech acts: Using pragmatics to define and develop a research agenda for microaggressions |
1 |
| English for sale: Using race to create value in the Korean ELT market |
1 |
| A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners |
1 |
| Investigating longitudinal pragmatic development of complaints made by Chinese EFL learners |
1 |
| Language choice, identity and social distance: Ethnic minority students in Vietnam |
1 |
| Interaction in qualitative questionnaires: From self-report to intersubjective achievement |
1 |
| Achieving epistemic alignment in a psycholinguistic experiment |
1 |
| Hybrid language practices on Turkey's national Kurdish television station: Iconic perspectives on form |
1 |
| A dutch multiethnolect? Metalinguistic commentary from Gouda |
0 |
| Ostracizing linguistic forms through metalinguistic comments: The case of ge-dikmek-t |
0 |
| Gender-related online metalinguistic comments on Straattaal and Moroccan Flavored Dutch in the Moroccan heritage community in the Netherlands |
0 |
| Metalinguistic comments and multilingual awareness: Estonian-Russian language contacts in blogs |
0 |
| Is Dutch Straattaal a mixed multiethnolect? A Moroccan perspective |
0 |
| Focus group interaction in evaluation research |
0 |
| Rethinking perceptions of fluency |
0 |
| Pinpointing the role of the native language in L2 learning: Acquisition of spatial prepositions in English by Russian and Turkish native speakers |
0 |
| Linguistic precariat: Judith Butler's 'rethinking vulnerability and resistance' as a useful perspective for applied linguistics |
0 |
| Multi-modal language input: A learned superadditive effect |
0 |
| Integrating Linguistic Theory and Experimentation in L2 Acquisition: Learning of Spanish Differential Object Marking by Portuguese and English speakers |
0 |
| Exploring the effects of school context on Chinese students' use of language learning strategies in English learning |
0 |
| Effects of two forms of concept mapping on L2 reading comprehension and strategy awareness |
0 |
| Conscious artistic translanguaging onstage |
0 |
| Task-response times, facilitating and inhibiting factors in cross-signing |
0 |
| The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English |
0 |
| Questions about CLIL which are unfortunately still not outdated: A reply to Perez-Canado |
0 |
| Effects of recasts and form-focused instruction on the acquisition of novel vocabulary |
0 |
| A mixed methods study of English Corners funded by the Taiwan Ministry of Education Program for Promoting Teaching Excellence of Universities |
0 |
