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Results: 5
Number of items: 5
  • Open Access
    Krulatz, A., Christison, M., Lorenz, E., & Sevinç, Y. (2024). The impact of teacher professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism, 21(2), 711–727. https://doi.org/10.1080/14790718.2022.2107648
  • Open Access
    Sevinç, Y., & Anthonissen, C. (2023). ‘What’s the problem? I am happy that you are my customer!’ African immigrant women’s emotional labour and resilience in a multilingual workplace. Journal of Multilingual and Multicultural Development, 44(10), 952–967. https://doi.org/10.1080/01434632.2022.2120614
  • Open Access
    Sevinç, Y. (2023). Emotion in migration and in language contact settings. In G. L. Schiewer, J. Altarriba, & B. C. Ng (Eds.), Language and Emotion: An International Handbook (Vol. 2, pp. 1340-1361). (Handbooks of Linguistics and Communication Science; Vol. 46.2). De Gruyter Mouton. https://doi.org/10.1515/9783110670851-032
  • Sevinç, Y., Krulatz, A., Torgersen, E., & Christison, M. (2022). Teaching English in Linguistically Diverse Classrooms in Norway: Teachers' Beliefs, Practices, and Needs in Multilingual Education. In A. Krulatz, G. Neokleous, & A. Dahl (Eds.), Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications (pp. 201-218). (New perspectives on language and education ; Vol. 100). Multilingual Matters. https://doi.org/10.21832/9781788926423-017
  • Open Access
    Sevinç, Y. (2022). Mindsets and family language pressure: language or anxiety transmission across generations? Journal of Multilingual and Multicultural Development, 43(9), 874-890 . https://doi.org/10.1080/01434632.2022.2038614
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