Mona Hosseini
Biographic Data
| ID | 6742941 |
|---|---|
| NAME | Mona Hosseini |
| GIVEN NAMES | Mona |
| FAMILY NAME | Hosseini |
| SIGNATURE | HOSSEINI M |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0001-9050-1703 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Pre-service teachers’ perceived agency in developing family–school cooperation for language learning
Although substantial research highlights the positive impact of family–school cooperation on students’ academic success and well-being, language teachers—both in-service and pre-service—often feel underprepared to take agentic roles in fostering collaboration with families. In Norway, where multilingualism is common and multiple languages are taught in schools, such cooperation is vital. This qualitative study from the Norwegian context investiga…
Introduction
This special issue brings together seven studies that explore how multilingualism is lived, negotiated, and fostered across homes, schools, universities, and wider societal contexts. Originating from the second online Multilingualism on My Mind (MoMM) conference in 2024, hosted by the University of Bergen, the contributions reflect a shared understanding of multilingualism not merely as linguistic competence, but as a social, cultural, and politi…
Beyond Macroethics
Participant rights and voices are protected through institutional ethical considerations in the social sciences and applied linguistics. Yet, several ethical concerns remain. In addition to adhering to institutional macroethics , researchers should develop microethics to address contextual issues within their research. The need for the development of microethics is particularly important in the qualitative research process where researchers engag…
Exploring teachers’ beliefs about home-school cooperation to enhance language learning and promote multilingualism
Multilingual children’s imaginative worlds and their language use
Aims and objectives: This study applies the notion of chronotope as an analytical tool to explore the role of globalization, immigration, and transnationalism in shaping multilingual children’s awareness and use of semiotic resources in changing social contexts. Design/methodology/approach: This study is a part of an ongoing collaborative autoethnography (CAE), in which the data come from the second author’s cross-cultural transnational family an…
Family language policy in retrospect
In this study, we investigate family language policy in a transnational family through a collaborative autoethnography. Following the theoretical underpinnings of family language policy (Spolsky in J Multiling Multicult Dev 31:3-11, 2012), we present parental language beliefs, management, and practices in retrospect to shine a light on the long-term impact of the family's language policy on their daughter's linguistic development in heritage lang…
Family language policy in retrospect
In this study, we investigate family language policy in a transnational family through a collaborative autoethnography. Following the theoretical underpinnings of family language policy (Spolsky in J Multiling Multicult Dev 31:3-11, 2012), we present parental language beliefs, management, and practices in retrospect to shine a light on the long-term impact of the family's language policy on their daughter's linguistic development in heritage lang…
Beyond Macroethics
Participant rights and voices are protected through institutional ethical considerations in the social sciences and applied linguistics. Yet, several ethical concerns remain. In addition to adhering to institutional macroethics , researchers should develop microethics to address contextual issues within their research. The need for the development of microethics is particularly important in the qualitative research process where researchers engag…
Family language policy in retrospect
In this study, we investigate family language policy in a transnational family through a collaborative autoethnography. Following the theoretical underpinnings of family language policy (Spolsky in J Multiling Multicult Dev 31:3-11, 2012), we present parental language beliefs, management, and practices in retrospect to shine a light on the long-term impact of the family's language policy on their daughter's linguistic development in heritage lang…
Multilingual children’s imaginative worlds and their language use
Aims and objectives: This study applies the notion of chronotope as an analytical tool to explore the role of globalization, immigration, and transnationalism in shaping multilingual children’s awareness and use of semiotic resources in changing social contexts. Design/methodology/approach: This study is a part of an ongoing collaborative autoethnography (CAE), in which the data come from the second author’s cross-cultural transnational family an…
Beyond Macroethics
Participant rights and voices are protected through institutional ethical considerations in the social sciences and applied linguistics. Yet, several ethical concerns remain. In addition to adhering to institutional macroethics , researchers should develop microethics to address contextual issues within their research. The need for the development of microethics is particularly important in the qualitative research process where researchers engag…
Exploring teachers’ beliefs about home-school cooperation to enhance language learning and promote multilingualism
Pre-service teachers’ perceived agency in developing family–school cooperation for language learning
Although substantial research highlights the positive impact of family–school cooperation on students’ academic success and well-being, language teachers—both in-service and pre-service—often feel underprepared to take agentic roles in fostering collaboration with families. In Norway, where multilingualism is common and multiple languages are taught in schools, such cooperation is vital. This qualitative study from the Norwegian context investiga…
Introduction
This special issue brings together seven studies that explore how multilingualism is lived, negotiated, and fostered across homes, schools, universities, and wider societal contexts. Originating from the second online Multilingualism on My Mind (MoMM) conference in 2024, hosted by the University of Bergen, the contributions reflect a shared understanding of multilingualism not merely as linguistic competence, but as a social, cultural, and politi…
Multilingual Education and Policy (5 works) · EFL/ESL Teaching and Learning (4 works) · Multilingualism (4 works) · Sociology (4 works) · Linguistics (3 works) · Parental Involvement in Education (3 works) · Focus group (2 works) · Gender Studies (2 works) · Language acquisition (2 works) · Language policy (2 works)