Navigating plurilingual identity in a monolingual, English-speaking university
A multimodal case study
Bibliographic Data
| ID | 19220701 |
|---|---|
| Authors | Andreana Pastena (0000-0002-4060-1842, University of Warwick, corresponding author) |
| Year | 2026 |
| Pages | 1-19 |
| Publication date | 2026-05-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2026.2677523 |
| OpenAlex | W7162326743 |
| Language | EN |
| References cited | 37 |
Discourse analysis · Identity (music) · Multilingualism · Multimodality · Neuroscience of multilingualism · Sociolinguistics · Discourse Analysis in Language Studies · Literacy, Media, and Education · Multilingual Education and Policy
Reading Images
Against ‘Integration’ in Research and Practice with International Students
Language socialization and identity in intercultural communication
Visual silence in the language portrait
Language diversity management in higher education
Emplacing English as lingua franca in international higher education
Using Language Portraits to Promote Critical Self-Reflection for Teaching Multilingual Students
Translanguaging for intercultural communication in international higher education
Metaphorical sense-making
Language planning in universities
Understanding the symbolic capital of intercultural interactions
We are not the language police”
Missing intercultural engagements in the university experiences of Chinese international students in the UK
Translanguaging and “English Only” at Universities
How do refugee children perceive their plurilingualism? Exploring children’s representations of their linguistic repertoires through language portraits
The Linguistic Repertoire Revisited
Autobiographic Narratives as Data in Applied Linguistics
What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation
| Highly cited | No |
|---|