Jasone Cenoz
Biographic Data
| ID | 205612 |
|---|---|
| NAME | Jasone Cenoz |
| GIVEN NAMES | Jasone |
| FAMILY NAME | Cenoz |
| SIGNATURE | CENOZ J |
| AFFILIATIONS | University of the Basque Country |
| ORCID | 0000-0001-9000-7510 |
| VERIFIED | Yes |
| TOTAL WORKS | 77 |
| TOTAL CITATIONS | 480 |
| AUTHOR COUNT | 73 |
| EDITOR COUNT | 4 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 12 |
Translanguaging through a minority language lens
Translanguaging is a widely used concept in bilingual and multilingual education. Originating in the bilingual education context of Wales, it was initially conceived as a pedagogical strategy for developing linguistic and academic skills in both Welsh and English. Over time, however, the concept has been expanded and reinterpreted along diverse conceptual, pedagogical, and social lines. This article examines translanguaging from the perspective o…
The potential of pedagogical translanguaging in English language and in English-medium content classes
English is learned at school but there are significant differences in proficiency in Europe. • English proficiency among young people has improved but it can be linked to socioeconomic status. • Pedagogical translanguaging has the potential to reduce inequalities. • Pedagogical translanguaging can develop metalinguistic awareness. English is learned by most students in Europe but there are significant differences regarding proficiency in English …
Pedagogical translanguaging: A substantive approach
A Panorama of Linguistic Landscape Studies
This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research.
Pedagogical translanguaging and teachers’ perceptions of anxiety
The concept of translanguaging is widely used in studies on multilingualism and language learning nowadays and it is important to distinguish between spontaneous translanguaging and pedagogical translanguaging. Spontaneous translanguaging refers to the discursive practices of multilingual speakers that have not been planned by the teacher and which take place both at school and outside school. Pedagogical translanguaging refers to pedagogical str…
Research Methods: Quantitative and Qualitative Approaches
The improvement and expansion of higher education have been priorities of our national development in Kenya.Within a span of thirty five years since independence, we have witnessed the creation of five public universities.Several private universities have also been established.In our national universities, more professional programmes have been developed at both undergraduate and postgraduate levels and several departments now offer Ph.D programm…
Multilingualism
Multilingualism has a long tradition but has gained visibility in the past years. Its scope is very broad and related to several disciplines and research approaches including linguistics, sociolinguistics, neurolinguistics, anthropology, or education, among others. Some studies focus on the individual ability to use several languages, and others look at the languages used in society. Nowadays, the focus is on multilingual speakers because of thei…
Panorama of Linguistic Landscape Studies
Pedagogical Translanguaging
Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school c…
Pedagogical Translanguaging and Its Application to Language Classes
Pedagogical translanguaging refers to the use of different planned strategies based on activating students’ resources from their whole linguistic repertoire . The aim of this article is to examine the theoretical foundations of pedagogical translanguaging and its application in the classroom. The core characteristics of pedagogical translanguaging will be discussed in relation to the languages, students and programmes. Pedagogical translanguaging…
Enhancing bilingual resources in third language acquisition: Towards pedagogical translanguaging
Third language acquisition in educational contexts is nowadays expanding in monolingual and multilingual contexts. One reason is the mobility of the population that results in an increasing number of home languages that are different from the school languages. Another reason is the spread of the teaching of English as a third language in multilingual school contexts where two other languages are also taught. Third language acquisition is a comple…
Developing cognate awareness through pedagogical translanguaging
This article is on pedagogical translanguaging, understood as planned instructional strategies used with a pedagogical purpose in a multilingual educational context. The paper reports a study on cognate identification and cognate awareness carried out in a multilingual primary school. The study aims at analyzing whether the identification of cognates in three languages is related to linguistic factors and to teaching. The relationship between tea…
The integration of content and language in CLIL: A challenge for content-driven and language-driven teachers
Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are impleme…
Theoretical development of linguistic landscape studies
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Developing morphological awareness across languages: Translanguaging pedagogies in third language acquisition
This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at…
Immigrant students’ minority language learning: An analysis of language ideologies
This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary…
Implementing translanguaging pedagogies in an English medium instruction course
English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque–Spanish bilinguals are taught through the medium of English. The course teacher applies a flexible language policy allowing for the …
Pedagogical translanguaging: An introduction
Implementing pedagogical translanguaging in trilingual schools
This article reports on a study of primary and secondary school teachers in Basque schools where Basque, Spanish and English are included in the curriculum. Traditionally, the three languages have been taught separately and the possible benefits of using the whole linguistic repertoire to establish links between the languages had not been acknowledged. New trends in multilingual education focusing on the whole linguistic repertoire and translangu…
Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way: An Intervention Study With Primary School Children
Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, Mage = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingu…
Teaching English through pedagogical translanguaging
Teaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is widely used to teach academic content and this strict separation of languages can be problematic because it prevents students from using resources they have previously acquired in other languages (Cenoz & Gorter, 2015; Kubota, 2018). In this article we discus…
Third Language Acquisition
Is it the same to acquire a second language or a third language? Does the second language play a role in third language acquisition? Are we more expert learners if we have already learned a second language? These are fascinating questions considering that multilingualism is spread all over the world. This entry discusses the issues examined in third language acquisition research in order to answer these questions. The entry has three sections. Th…
Translanguaging pedagogies and English as a lingua franca
Multilingualism is widespread in the world today and English is, in many cases, one of the languages in the multilingual speaker's repertoire. English as a lingua franca (ELF) is used by multilingual speakers who can also communicate in other languages and use their multilingual and multicultural resources in creative ways. This paper aims at exploring the relationship between recent trends in multilingualism, particularly the proposal ‘Focus on …
Multilingualism, Translanguaging, and Minority Languages in SLA
THE STUDY OF SECOND LANGUAGE acquisition (SLA) has seen important developments in the last decades, including far-reaching reflection processes that question its scope, method, and aims. One of the most influential articles was published by Firth and Wagner (1997) who highlighted the role of the social context. The Douglas Fir Group (DFG) article (2016) also highlights the role of the social context and proposes a new transdisciplinary framework …
Multilingual professionals in internationally operating companies: Tensions in their linguistic repertoire
Several studies on multilingualism in the workplace have emphasized the role of English as a lingua franca. Other studies have paid attention to the interaction between English and local languages in workplaces where global orientations and local languages co-occur. The present study focuses on internationally oriented workplaces in the bilingual Basque Autonomous Community (BAC). The study aims to analyze the use of the minority language Basque …
Linguistic Landscape and Minority Languages
This paper focuses on the linguistic landscape of two streets in two multilingual cities in Friesland (Netherlands) and the Basque Country (Spain) where a minority language is spoken, Basque or Frisian. The paper analyses the use of the minority language (Basque or Frisian), the state language (Spanish or Dutch) and English as an international language on language signs. It compares the use of these languages as related to the differences in lang…
Minority languages and sustainable translanguaging: Threat or opportunity
Traditionally, languages have been separated from each other in the school curriculum and there has been little consideration for resources that learners possess as emergent multilinguals. This policy is aimed at the protection of minority languages and has sought to avoid cross-linguistic influence and codeswitching. However, these ideas have been challenged by current multilingual ideologies in a society that is becoming more globalised. Within…
Pedagogical translanguaging: An introduction
Multilingualism, Translanguaging, and Minority Languages in SLA
THE STUDY OF SECOND LANGUAGE acquisition (SLA) has seen important developments in the last decades, including far-reaching reflection processes that question its scope, method, and aims. One of the most influential articles was published by Firth and Wagner (1997) who highlighted the role of the social context. The Douglas Fir Group (DFG) article (2016) also highlights the role of the social context and proposes a new transdisciplinary framework …
Implementing pedagogical translanguaging in trilingual schools
This article reports on a study of primary and secondary school teachers in Basque schools where Basque, Spanish and English are included in the curriculum. Traditionally, the three languages have been taught separately and the possible benefits of using the whole linguistic repertoire to establish links between the languages had not been acknowledged. New trends in multilingual education focusing on the whole linguistic repertoire and translangu…
Translanguaging in School Contexts: International Perspectives
This article looks at translanguaging and its development and summarizes the articles in this special issue. The difference between code-switching and translanguaging is explained as related to an emerging paradigm in the study of bilingualism and multilingualism. This paradigm implies a holistic conceptualization and a new vision of languages, speakers, and repertoires. The diversity of contexts in which bilingual and multilingual education take…
The influence of bilingualism on third language acquisition: Focus on multilingualism
This paper focuses on the advantages that bilinguals have over monolinguals when acquiring an additional language. Bilinguals are more experienced language learners and have potentially developed learning strategies to a larger extent than monolinguals. They also have a larger linguistic and intercultural repertoire at their disposal. In this paper the methodology and results of studies on the influence of bilingualism on third language acquisiti…
Towards a Plurilingual Approach in English Language Teaching: Softening the Boundaries Between Languages
Teaching English through pedagogical translanguaging
Teaching English has traditionally been associated with a monolingual bias and the exclusive use of English in the classroom is highly recommended in different countries. Nowadays English is widely used to teach academic content and this strict separation of languages can be problematic because it prevents students from using resources they have previously acquired in other languages (Cenoz & Gorter, 2015; Kubota, 2018). In this article we discus…
Content-based instruction and content and language integrated learning: The same or different
This article looks at the characteristics of Content-Based Instruction (CBI) and Content land Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as the medium of instruction, the language, societal and educational aims and the typical type of child a…
Bilingual Education in the Basque Autonomous Community: Achievements and Challenges
This paper focuses on the situation of Basque in education in the Basque Autonomous Community. First, it provides statistical information about four crucial aspects of bilingual education: (1) Parental choice regarding the linguistic model, that is, the use of Basque, Spanish or both Basque and Spanish as languages of instruction over the last 20 years; (2) teachers’ proficiency in Basque and the special programmes for teachers to learn Basque; (…
Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives
This volume adopts a psycholinguistic approach in the study of cross-linguistic influence in third language acquisition and focuses on the role of previously acquired languages and the conditions that determine their influence.
Implementing translanguaging pedagogies in an English medium instruction course
English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque–Spanish bilinguals are taught through the medium of English. The course teacher applies a flexible language policy allowing for the …
Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way: An Intervention Study With Primary School Children
Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, Mage = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingu…
The integration of content and language in CLIL: A challenge for content-driven and language-driven teachers
Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are impleme…
Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country
Learning two or more languages at school is quite common all over Europe, but languages are often isolated from each other. This pedagogical practice is in contrast to the way multilingual speakers use their whole linguistic repertoire when communicating in social contexts. These multilingual solitudes are challenged when translanguaging pedagogies are used and multilingual students are allowed to use the resources in their linguistic repertoire.…
Ethnolinguistic vitality, social networks and motivation in second language acquisition: Some data from the basque country
The aim of this paper is to analyse the role of socio‐contextual and social psychological elements in second language acquisition in bilingual settings. A total of 139 Spanish L1 secondary school students completed several measures of subjective ethnolinguistic vitality, social networks, motivation and Basque and Spanish proficiency. A MANOVA analysis showed that, when compared to a Basque‐speaking control group (N=121), the Spanish‐speaking subj…
Translanguaging pedagogies and English as a lingua franca
Multilingualism is widespread in the world today and English is, in many cases, one of the languages in the multilingual speaker's repertoire. English as a lingua franca (ELF) is used by multilingual speakers who can also communicate in other languages and use their multilingual and multicultural resources in creative ways. This paper aims at exploring the relationship between recent trends in multilingualism, particularly the proposal ‘Focus on …
Multilingual education for European minority languages: The Basque Country and Friesland
Over the last three decades, regional minority languages in Europe have regained increased recognition and support. Their revitalisation is partly due to their being taught in schools. Multilingualism has special characteristics for speakers of minority languages and it poses unique challenges for learning minority languages. This article looks at the cases of Basque and Frisian, comparing and contrasting their similarities and differences. The e…
Way forward in the twenty-first century in content-based instruction: Moving towards integration
The aim of this paper is to reflect on the theoretical and methodological underpinnings that provide the basis for an understanding of Content-Based Instruction/Content and Language Integrated Learning (CBI/CLIL) in the field and its relevance in education in the twenty-first century. It is argued that the agenda of CBI/CLIL needs to move towards integration; integration in a number of domains that include pedagogical, geographical and even termi…
Bilingual educational policy in higher education in the Basque Country
This paper examines issues related to the important impact of language policy in the Basque Country in recent decades. Basque, a minority language that was not allowed in the public space until the late 1970s, is an official language along with Spanish in the Basque Autonomous Community. The development of Basque has been most significant in education where it is not only a school subject but also the main language of instruction for most childre…
The Effect of Individual and Contextual Factors in Adult Second-language Acquisition in the Basque Country
The acquisition of Basque as a second language by adult speakers in the Basque Country presents some specific characteristics related to the minority status of Basque and its limited use in everyday communication. This paper reports a research study on the effect of individual and contextual variables on the acquisition of Basque by adult learners in the Basque Country. Participants were 411 learners, aged between 17 and 72, who were attending Ba…
From bilingualism to multilingualism in the workplace: The case of the Basque Autonomous Community
In this article we discuss the outcomes of a study into the languages of the workplace of internationally operating companies. Our aim is to contribute to studies of multilingualism in the workplace by adopting a holistic approach that focuses on several languages and relates the competences and attitudes of multilingual professionals to the repertoires used and learned in the workplace and the wider social context. The study is situated in the B…
Immigrant students’ minority language learning: An analysis of language ideologies
This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary…
Communicative anxiety in the second and third language
The present paper reports a study on communicative anxiety of two groups of adult users. The paper aims at exploring the communicative anxiety of multilingual speakers and at analysing the communicative anxiety in second and third languages. This study includes 532 participants who were divided in two groups according their L1. One group of participants (N = 346) had Spanish as their L1 and the other group had Basque (N = 186). Quantitative and q…
The role of bilingualism in foreign language acquisition: Learning English in the Basque country
This paper deals with the acquisition of a third language (English) and its relationship to psychosocial and socio‐educational variables in a bilingual educational context, the Basque Country. Subjects were 321 secondary school students from two linguistic programmes: models A (Spanish, vehicular language) and D (Basque, vehicular language). The subjects answered questionnaires which measured both dependent and independent variables. The dependen…
Ethnolinguistic vitality, social networks and motivation in second language acquisition: Some data from the basque country
The aim of this paper is to analyse the role of socio‐contextual and social psychological elements in second language acquisition in bilingual settings. A total of 139 Spanish L1 secondary school students completed several measures of subjective ethnolinguistic vitality, social networks, motivation and Basque and Spanish proficiency. A MANOVA analysis showed that, when compared to a Basque‐speaking control group (N=121), the Spanish‐speaking subj…
Additive trilingualism: Evidence from the Basque Country
This research examines the influence of bilingualism on third language learning in a bilingual community, the Basque Country. The English-language achievement of students instructed through the majority (Spanish) and the minority (Basque) languages in the Basque Country was measured. In addition, other cognitive, sociostructural, social psychological, and educational variables were also included in the study. Several sets of regression analyses w…
L2 perception of English vowels: Testing the validity of Kuhl's prototypes
The present study investigates confusion patterns in the identification of English vowel sounds by native Spanish learners. The aim was to test the validity of Kuhl's Native Language Magnet (NLM) theory for Spanish learners with an intermediate level of competence in English. Following this theory, the English and Spanish vowel systems were compared in order to obtain a set of L2 confusion predictions that could be derived from the NLM model. It …
Minority Language Learning in the Administration: Data from the Basque Country
This paper aims at providing some data on the acquisition of Basque in the Basque Autonomous Community (Spain). First, it reports recent data and results of research studies on bilingual education and the use of Basque. Then, it focuses on one of the language plans developed by the Basque Government: the Basquisation' of civil servants. The article presents the general characteristics of the first stage of the plan and it describes the process of…
Beyond Bilingualism: Multilingualism and Multilingual Education
The acquisition of English pronunciation: Learners' views
This paper aims at describing English learners' views on the acquisition of the phonetic component of English by focusing on their awareness of the difficulty and importance of English pronunciation as well as their beliefs about influential factors in the acquisition of pronunciation and their attitudes towards English accents. It also aims at examining the differences in phonetic awareness, beliefs and attitudes between learners of English with…
Pauses and hesitation phenomena in second language production
This article focuses on the study of pauses in second language production by analysing the frequency of silent and filled pauses and their functions. It also examines the combination of pauses and other hesitation phenomena in second language production and it explores the relationship between pauses and language proficiency. The results confirm that pauses and hesitations are frequent phenomena in second language production and the individual va…
Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives
This volume adopts a psycholinguistic approach in the study of cross-linguistic influence in third language acquisition and focuses on the role of previously acquired languages and the conditions that determine their influence.
Chapter 1. The Effect of Linguistic Distance, L2 Status and Age on Cross-linguistic Influence in Third Language Acquisition
Chapter 1. The Effect of Linguistic Distance, L2 Status and Age on Cross-linguistic Influence in Third Language Acquisition was published in Cross-Linguistic Influence in Third Language Acquisition on page 8.
Towards Trilingual Education
This article highlights the fact that learning a third language in school contexts is a common phenomenon all over the world and poses several questions specifically related to the characteristics of third language acquisition. It also considers the relationship between third language acquisition and the research traditions of bilingualism and second language acquisition. Third language acquisition in school contexts and trilingual education are …
The Effect of Individual and Contextual Factors in Adult Second-language Acquisition in the Basque Country
The acquisition of Basque as a second language by adult speakers in the Basque Country presents some specific characteristics related to the minority status of Basque and its limited use in everyday communication. This paper reports a research study on the effect of individual and contextual variables on the acquisition of Basque by adult learners in the Basque Country. Participants were 411 learners, aged between 17 and 72, who were attending Ba…
The additive effect of bilingualism on third language acquisition: A review
This article looks at the general effects of bilingualism on cognitive development and highlights the specific effects of bilingualism on third language acquisition. First, it examines the effects of bilingualism on cognitive development, metalinguistic awareness and communicative skills and then, it focuses on the specific effects of bilingualism on third language proficiency by discussing the results of several research studies conducted in dif…
Acquiring a third language: What role does bilingualism play
The aim of this theme issue is to add a further dimension to the language acquisition literature by providing some detailed accounts of third language acquisition as observed in bilinguals. The authors of the contributions all address the question of whether bilingualism plays an influential role when it comes to acquiring a third language and, if this is the case, what the nature of its mediating role is. Three of the contributions do this with …
Introduction: Trilingualism and Minority Languages in Europe
English in Bilingual Programs in the Basque Country
This paper focuses on bilingual and trilingual education in the Basque Autonomous Community in Spain, where Basque and Spanish are official languages. The use of Basque as the language of instruction is widespread and there is a trend to introduce English as a third language from a very early age. The paper also discusses the use of English as an additional language of instruction within the bilingual system and the teaching conditions. It also s…
Dedicated to the Memory of Jehannes Ytsma
(2006). Dedicated to the Memory of Jehannes Ytsma. International Journal of Multilingualism: Vol. 3, No. 2, pp. 85-85
Linguistic Landscape and Minority Languages
This paper focuses on the linguistic landscape of two streets in two multilingual cities in Friesland (Netherlands) and the Basque Country (Spain) where a minority language is spoken, Basque or Frisian. The paper analyses the use of the minority language (Basque or Frisian), the state language (Spanish or Dutch) and English as an international language on language signs. It compares the use of these languages as related to the differences in lang…
The linguistic landscape as an additional source of input in second language acquisition
In this article we explore the role that the linguistic landscape, in the sense of all the written language in the public space, can have in second language acquisition (SLA). The linguistic landscape has symbolic and informative functions and it is multimodal, because it combines visual and printed texts, and multilingual, because it uses several languages. In this paper we look at its potential use as a source of input in SLA, in general, and i…
Teaching through Basque: Achievement and Challenges
Achievements and challenges in bilingual and multilingual education in the Basque Country
This paper focuses on the use of Basque as the language of instruction. In the first part of the article the situation of Basque in the Basque Country is briefly described and the different possibilities regarding the language(s) of instruction are explained: model A with Spanish as the language of instruction and Basque as a subject; model B with both Basque and Spanish as languages of instruction and model D with Basque as the language of instr…
Applied Linguistics and the use of minority languages in education
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Learning Through the Minority: An Introduction to the Use of Basque in Education in the Basque Country
Bilingual Education in the Basque Autonomous Community: Achievements and Challenges
This paper focuses on the situation of Basque in education in the Basque Autonomous Community. First, it provides statistical information about four crucial aspects of bilingual education: (1) Parental choice regarding the linguistic model, that is, the use of Basque, Spanish or both Basque and Spanish as languages of instruction over the last 20 years; (2) teachers’ proficiency in Basque and the special programmes for teachers to learn Basque; (…
Towards Multilingual Education: Basque Educational Research from an International Perspective
This volume focuses on issues such as the learning, use and assessment of languages in education, the age factor, the teaching of English as an international language and multilingualism at the university, in educational contexts in which several languages are taught either as subjects or languages of instruction. Jasone Cenoz proposes the 'Continua of Multilingual Education' as a tool to identify different types of multilingual schools and focus…
Linguistics (62 works) · Second Language Learning and Teaching (59 works) · Multilingual Education and Policy (50 works) · Sociology (49 works) · Psychology (46 works) · Multilingualism (43 works) · Pedagogy (41 works) · EFL/ESL Teaching and Learning (40 works) · Computer Science (37 works) · Philosophy (24 works)