Journal of Multilingual and Multicultural Development Impact Factor & Information

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

  • [Show abstract] [Hide abstract]
    ABSTRACT: [En avaluació] In this paper, we analyse the relationship between use and perception of 5 Catalan variants of the variable “subject coreferential with an antecedent.” To do this, we examine the results of a cloze test and 3 perception surveys answered in 1997 by 26 respondents. Two different correct structures were given as correct answers in the exercise, which were also evaluated in respect of to what extent the subjects used them and how they felt about their grammaticality and their stylistic distribution. Three more variants were also evaluated in the same surveys. The result is that there is general agreement, regardless to what extent the 5 variants are used, on the stylistic distribution of 3 variants, ranging from colloquial to formal situations.
    Journal of Multilingual and Multicultural Development 01/2016;
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    ABSTRACT: Research suggests that passing for a native English speaker (NES) is often perceived as desirable by teachers of English as a Foreign Language (EFL) and employers, and students may claim to prefer certain NES accents as learning models. While this may be partly motivated by the prevalence of a particular regional accent in ESL contexts or indicative of a stronger socioeconomic orientation towards, for instance, either the US or the UK in EFL contexts, this is not the case in Oman, where English is widely used as a lingua franca between ethnically diverse residents. Such an environment might encourage a cosmopolitan view to notions of correctness and appropriateness with respect to accents and pronunciation and lead to support for diversity with regard to accents in teaching materials over an emphasis on inner-circle English. This study explores the extent to which EFL teachers nationwide in Oman place importance on teaching particular accents in the classroom. Results showed that, overall, teachers display a high degree of sensitivity towards the linguistic diversity of their students' immediate environment and favour similar diversity in teaching materials and as learning models. Stronger orientation towards particular inner-circle accents (particularly British English) was found among self-identifying non-native English-speaker teachers.
    Journal of Multilingual and Multicultural Development 12/2015; DOI:10.1080/01434632.2014.994638
  • Journal of Multilingual and Multicultural Development 06/2015; DOI:10.1080/01434632.2015.1039835
  • Journal of Multilingual and Multicultural Development 05/2015; DOI:10.1080/01434632.2015.1039851
  • Journal of Multilingual and Multicultural Development 05/2015; DOI:10.1080/01434632.2015.1039838
  • Journal of Multilingual and Multicultural Development 05/2015; DOI:10.1080/01434632.2015.1039840
  • Journal of Multilingual and Multicultural Development 05/2015; DOI:10.1080/01434632.2015.1039844
  • Journal of Multilingual and Multicultural Development 05/2015; DOI:10.1080/01434632.2015.1039836
  • Journal of Multilingual and Multicultural Development 05/2015; DOI:10.1080/01434632.2015.1039847
  • [Show abstract] [Hide abstract]
    ABSTRACT: As part of a larger study on individual differences and language learning in Turkey, this study explores the relationship between foreign language anxiety and two operationalisations of multilingualism: any experience with a third language and Perceived Positive Language Interaction; it also illuminates connections among the aforementioned constructs and tolerance of ambiguity. This study addresses the anxiety profiles of 156 English as a Foreign Language (EFL) learners in Turkey, an under-studied context. Using the data from the Turkish version of the Foreign Language Classroom Anxiety Scale, an exploratory factor analysis (Maximum Likelihood with a Direct Oblimin rotation) and subsequent one-way analyses of variance indicate significant group differences in both operationalisations of multilingualism. Influenced by the Dynamic Model of Multilingualism, the analysis indicates that a participant's multilingual profile is constantly changing as a result of the interconnected elements in the linguistic systems. As such, this paper offers a fresh approach to operationalising multilingualism, as well as the connection of multilingualism to foreign language anxiety. The discussion also offers an analysis of the use of factor analysis itself and the implications thereof.
    Journal of Multilingual and Multicultural Development 04/2015; DOI:10.1080/01434632.2015.1031136
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    ABSTRACT: This study covers two issues: (1) the language shift process relating to two highly endangered aboriginal languages of Taiwan and (2) the correlations between some variables and their language shift. Both Kanakanavu and Saaroa peoples underwent two waves of migration: (1) a massive in-migration of another Formosan ethnic group (Bunun people) in the 1930s and (2) a massive out-migration of the Kanakanavu and Saaroa villagers to cities in the 1960s. Due to the lack of social compartmentalisation brought by the migrations, three linguistic varieties - the heritage languages (Kanakanavu and Saaroa), Bunun and Mandarin - compete for realisation in the Kanakanavu and Saaroa speech communities. Our study shows that a basic diglossic environment with Mandarin as H-variety and Bunun and Kanakanavu/Saaroa as L-varieties cannot be maintained. Instead, Mandarin ‘leaks’ into the domain previously reserved for vernaculars, while Bunun overrides the heritage languages by carrying a higher prestige. In the multivariate statistical analyses, three changing factors (intermarriage, education level and migration experience) presenting social decompartmentalisation are proved to be correlated to the language shift from the heritage languages to Bunun and/or Mandarin. The increasing intermarriage rates with the more populous Bunun people have resulted in a sub-diglossic situation among the vernaculars where Bunun becomes more prestigious than Kanakanavu and Saaroa.
    Journal of Multilingual and Multicultural Development 04/2015; DOI:10.1080/01434632.2015.1022179
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study investigated Korean heritage language (KHL) learners’ foreign language classroom anxiety, reading anxiety and writing anxiety using the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz and Cope, the Foreign Language Reading Anxiety Scale (FLRAS) by Saito, Garza and Horwitz and the Writing Apprehension Test (WAT) by Daly and Miller. Sixty-one KHL students enrolled in a heritage-track second semester Korean course at a large university in the southwest USA participated. The results showed that the KHL students generally showed low or moderate levels of foreign language anxiety and reading anxiety and a relatively high level of writing anxiety. In addition, the FLCAS had highly positive correlations with the FLRAS and the WAT, indicating that students who had high anxiety about foreign language learning in the classroom also had high levels of reading and writing anxiety. All three types of anxiety correlated negatively with student achievement, that is, students with high anxiety had lower grades. Moreover, significant differences existed between two groups based on perceived cultural ethnicity, indicating that KHL students who identified themselves as Korean showed significantly lower levels of anxiety and had higher grades than KHL students who perceived their cultural identity as American.
    Journal of Multilingual and Multicultural Development 04/2015; DOI:10.1080/01434632.2015.1029933
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    ABSTRACT: Linguistic landscape (LL) research seeks to account for the visible displays of multilingualism on public signage. While surveys of signage in the LL produce quantitative descriptions of language contact in a given area, such analyses shed little light on people's interpretations of multilingual signs. Moreover, even within more qualitative inquiries, after eliciting people's stated understandings of linguistic phenomena, the analyst is faced with ‘interpreting the (participants') interpretations’ of the roles and functions of languages on public display. As one means of achieving this in a principled and revealing way, this article discusses the discourse analytic method known as motive analysis, developed by Kenneth Burke. Burke's concern was how and why people impute motives to human action through language use. By focusing on Japanese university students’ perceptions of multilingual signage, this study outlines three distinct characterisations of the motivations behind English language use on signage in the Japanese LL. The students’ interpretations draw upon discourses of commercialism, cultural essentialism, and globalisation, and accordingly project both materialist and idealist worldviews. The article concludes that motive analysis, used in conjunction with a folk linguistics approach, is a particularly apposite method for providing coherent and defensible analyses of people's interpretations of societal multilingualism.
    Journal of Multilingual and Multicultural Development 04/2015; DOI:10.1080/01434632.2015.1029932
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    ABSTRACT: This quantitative study investigated the extent and contexts of target language (TL) use in English language classrooms. Participants were 2906 students from seven secondary schools and four universities in the more developed cities in southern China. They were put into five groups according to their educational stage and whether their content subjects were taught in the TL. A 5-point interval scale was used in the questionnaire to elicit responses about the amount of TL use. The mean percentages of TL use reported by different groups were compared using t-test or one-way analysis of variance (ANOVA). How classroom-related factors and institutional factors associated with the amount of TL use in the English-as-a-foreign-language (EFL) classrooms were analysed. Findings include: (1) the amount of TL use dropped significantly from the junior secondary level to the senior secondary level, during which more concerns were given to prepare students for the university entrance exam, (2) a significantly smaller amount of TL use was reported in less well-resourced secondary schools and (3) a significantly larger amount of TL use was reported in the secondary schools and universities if the TL was also used as the medium of instruction for content subjects. Findings have implications for language teaching policy and practice.
    Journal of Multilingual and Multicultural Development 04/2015; DOI:10.1080/01434632.2015.1029934
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    ABSTRACT: The research reported in this paper adopts a sociocultural approach to the comparative study of Thai and Serbian foreign language learning settings, seeking to identify similarities and differences in student perception of teacher approaches to teaching EFL. The participants in the research included a total of 439 Thai and 106 Serbian students. The instrument used in the study included a questionnaire constructed for the purposes of this research, comprising statements that covered general aspects of possible teaching approaches. The findings corroborate conclusions of other investigations in this field, particularly in terms of the respective communication styles of the learners, the amount of exposure to the foreign language in a natural setting and the distinction between non-native and native EFL teachers. The paper concludes with recommendations for pedagogical practice.
    Journal of Multilingual and Multicultural Development 03/2015; DOI:10.1080/01434632.2015.1022180
  • [Show abstract] [Hide abstract]
    ABSTRACT: The study reported in this article aims to capture the possible changes to the discursive mode of College English (CE) teaching in China by comparing teachers' questions, feedback, and teaching exchanges across two levels of quality courses constructed at different years. Based on transcribed data of 20 videos, it reveals that the general discursive mode of CE teaching was pedagogic; constraints such as sociocultural backgrounds, CE testing system, and factors related to teacher, student, and classroom may account for this mode. Meanwhile, significant differences were found regarding teachers' questioning behaviour and feedback as years elapsed and the course level rose, which may be caused by underlying teachers' beliefs. Implications for Chinese CE teachers and tertiary-level teachers in other Asian English-as-a-foreign-language classrooms are discussed, including the urgency for teachers in teacher-fronted classes to shift their discursive mode from pedagogic to natural to foster students' communicative competence, and suggestions for how to effectuate this shift provided.
    Journal of Multilingual and Multicultural Development 03/2015; DOI:10.1080/01434632.2015.1015540