Journal of Multilingual and Multicultural Development

Publisher: Taylor & Francis (Routledge)

Journal description

Journal of Multilingual & Multicultural Development. This well established journal publishes articles on the many aspects of multilingualism and multiculturalism. From the beginning it has aimed to range widely in all ways covering, for example, contributions to theory, reports of research studies, descriptions of educational policies and systems, and accounts of teaching or learning strategies and assessment procedures.

Current impact factor: 0.60

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.32
Eigenfactor 0.00
Article influence 0.00
Website Journal of Multilingual and Multicultural Development website
Other titles Journal of multilingual and multicultural development (Online), JMMD
ISSN 0143-4632
OCLC 43413712
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • Journal of Multilingual and Multicultural Development 12/2015; DOI:10.1080/01434632.2014.994638
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    ABSTRACT: This article examines international students' cultural adaptation at a major national university in China. A survey was designed to measure international students' adaptation to the Chinese sociocultural and educational environments in terms of five dimensions: (1) cultural empathy, (2) open-mindedness, (3) emotional stability, (4) social flexibility and (5) language proficiency. International students (n = 330) from 57 countries participated in the survey. The findings here support the existing proposition that the first year is the critical period for cultural adaptation as there are significant changes in some adaptation indicators (especially emotional stability) over the first year and thereafter changes in these indicators became less and less significant. The present study discusses the adequacy of existing theories in explaining these results and their implications for international students' adaptation as a culture-specific experience in China.
    Journal of Multilingual and Multicultural Development 02/2015; DOI:10.1080/01434632.2015.1009080
  • Ong
    Journal of Multilingual and Multicultural Development 02/2015; 36(2). DOI:10.1080/01434632.2014.954828
  • Journal of Multilingual and Multicultural Development 02/2015; 36(2). DOI:10.1080/01434632.2014.914337
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    ABSTRACT: This article makes a case for the existence of a minority language hierarchy in New Zealand. Based on an analysis of language ideologies expressed in recent policy documents and interviews with policymakers and representatives of minority language communities, it presents the arguments forwarded in support of the promotion of different types of minority languages in New Zealand, as well as the reactions of representatives of other minority language communities to these arguments. The research suggests that the arguments in favour of minority language promotion are most widely accepted for the Māori language, followed by New Zealand Sign Language, then Pacific languages, and finally community languages. While representatives of groups at the lower levels of the hierarchy often accept arguments advanced in relation to languages nearer the top, this is not the case in the other direction. Recognition of connections between the language communities is scarce, with the group representatives tending to present themselves as operating in isolation from one another, rather than working towards common interests.
    Journal of Multilingual and Multicultural Development 02/2015; DOI:10.1080/01434632.2015.1009465
  • Journal of Multilingual and Multicultural Development 02/2015; 36(2). DOI:10.1080/01434632.2014.954826
  • Journal of Multilingual and Multicultural Development 02/2015; 36(2). DOI:10.1080/01434632.2014.914336
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    ABSTRACT: Almost a century after the end of the period of Japanese immigration to Hawaii plantations, the Japanese language is no longer the main medium of communication among local Japanese in Hawaii. Today, use of the Japanese language and associated traditional images are often used symbolically rather than literally to convey their meanings, and this is becoming more prevalent among locals through the medium of tattooing. Furthermore, tattooed texts and visual images now are imbued with additional local-specific indexicals that distance them from native Japanese from Japan. These tattoos are not just a fashion statement as the tattooees are committed to their own identity as represented by them. These inked identities have a value in the local community that draws on Japaneseness, but a form of Japaneseness does not necessarily share native Japanese values. Based on the data used for this study, it is clear that this method of declaring ‘true’ Japaneseness is decried as unthinkable and unacceptable to native Japanese. These different perceptions of Japanese text and images in tattoos suggest that because of their mobility, the immigrant Japanese group went through a radical transition and created new cultural values in a new homeland.
    Journal of Multilingual and Multicultural Development 02/2015; 36(2). DOI:10.1080/01434632.2013.804829
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    ABSTRACT: Previous research has revealed that although EFL students may claim to prefer British/US accents they often have difficulty identifying them, especially when such accents may differ from ‘standard’ accents presented in ELT materials. In the Gulf, English is widely used as a lingua franca or as a second language by the large expatriate workforce. Particular accents in English characteristic for L1 speakers of Arabic or South Asian languages are commonly heard in the education and service sectors. This study investigates whether Omani university students are able to distinguish between native English speaker (NES) and non-native English speaker NNES EFL teachers' accents commonly heard in their educational context and their evaluations of these accents as pedagogical models. Specifically, the study seeks to ascertain whether a relationship exists between students' assumptions regarding the NES status of an EFL teacher and their evaluations of the teacher's accent as a suitable model for pronunciation. Results show that, in most cases, a moderate to strong correlation exists between these two variables, particularly among students who claim that having a NES teacher is desirable for the purpose of improving pronunciation.
    Journal of Multilingual and Multicultural Development 02/2015; 36(2):182-197. DOI:10.1080/01434632.2014.909443
  • Journal of Multilingual and Multicultural Development 01/2015; 36(1). DOI:10.1080/01434632.2014.892496
  • Journal of Multilingual and Multicultural Development 01/2015; 36(1). DOI:10.1080/01434632.2014.914331
  • Journal of Multilingual and Multicultural Development 01/2015; 36(1). DOI:10.1080/01434632.2014.914333
  • Journal of Multilingual and Multicultural Development 01/2015; 36(1). DOI:10.1080/01434632.2014.914334
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    ABSTRACT: In an attempt to describe the historical origins of multilingual education in Eritrea, Horn of Africa, this paper looks at how missionaries, European colonisers, successive Ethiopian rules in Eritrea and the independence movements that fought Ethiopia defined ethnic, religious and linguistic differences of communities in the country. These definitions of differences are then related to broader political aspirations of these forces and their specific education policies. Italian and Ethiopian rules, chiefly concerned with control and pacification of the territory, imposed Italian and Amharic languages, while missionaries, the British Military Administration and the 1950s government of autonomous Eritrea, despite their divergent interests, laid some ground for pluralistic language policies in the country. But it is the Eritrean People's Liberation Front, predecessor to the current government, sceptical of the policies of all these forces and charging them as divisive, that sought to de-politicise diversity by embracing it. As a direct result of this stance on diversity, and as a result of other contributing factors such as the Marxist ideology of the organisation, Eritrea now has a multilingual education policy that uses the country's nine languages in schools. The application of language rights perspectives to the policy raises a number of questions (e.g. on policy implementation) that require further attention.
    Journal of Multilingual and Multicultural Development 11/2014; 36(2):1-15. DOI:10.1080/01434632.2014.909440
  • Journal of Multilingual and Multicultural Development 11/2014; DOI:10.1080/01434632.2014.943234
  • Journal of Multilingual and Multicultural Development 11/2014; 36(3):1-16. DOI:10.1080/01434632.2014.909446
  • Journal of Multilingual and Multicultural Development 11/2014; DOI:10.1080/01434632.2014.936873
  • Journal of Multilingual and Multicultural Development 11/2014; DOI:10.1080/01434632.2014.926910
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    ABSTRACT: In the study of language maintenance and shift for migrant groups in Australia, scholars have tended to focus on how personal factors or aspects of life in the host society shape language maintenance patterns. In this study, I explore how factors originating in the homeland affect language maintenance for Sri Lankan migrants in Australia. The aim of the research is to compare the experiences of Sinhalese and Tamil migrants. Sri Lanka has suffered through over three decades of ethnic unrest and civil war that many argue was sparked by a language policy which marginalised Tamils. In this study, I explore whether the different homeland conditions for Sinhala and Tamil speakers led to quantifiably different experiences of language maintenance in each group. I focus on the interplay of three ‘homeland’ factors: experience with English, stance on political issues and the role of individual religiosity in determining language maintenance and shift. This study found that there was no clear difference between the language maintenance practices of the two ethnic groups, but it did show that those who were more devout in their ethnic religion (Hinduism or Buddhism) and/or nationalistic tended towards higher language maintenance across both Sinhalese and Tamils.
    Journal of Multilingual and Multicultural Development 11/2014; 36(3):1-16. DOI:10.1080/01434632.2014.921185