Vol 14 No 3 (2024): Pluri/Multilingual Education | Center for Educational Policy Studies Journal

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DOI: https://doi.org/10.26529/cepsj.14.3

Published: 2024-09-24

Full Issue

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EDITORIAL

Editorial: Pluri/Multilingual Education

Andreja Retelj, Karmen Pižorn

7-11
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FOCUS

Fostering Language Awareness in a Plurilingual Learning Environment

Špela Jolić Kozina, Silva Bratož, Mojca Žefran

13-33
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Slovenian Primary School Pupils’ Perception of Plurilingual Competence

Tina Rozmanič, Ana Kogovšek, Žan Korošec, Karmen Pižorn

35-65
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‘English is a Subject that You Should Teach Yourself ’: Power and Learner Identity in the Language Introduction Programme in Sweden

Jenny Bergström

67-88
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Survey on the Attitudes of School Community Members Regarding the Role of the Language(s) of Schooling in the Integration Process of Pupils with an Immigrant Background in Slovenia

Tina Čok

89-115
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Examining Indonesian English as a Foreign Language Lecturers’ Attitudes Towards Translanguaging and Its Perceived Pedagogical Benefits: A Mixed-Methods Study

Mohammed Yassin Mohd Aba Sha'ar, Nur Lailatur Rofiah

117-141
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Language-Related Expressions of Personality

Željko Rački, Željka Flegar, Mojca Juriševič

143-169
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VARIA

Remote Learning and Stress in Mothers of Students with Attention Deficit and Hyperactivity Disorder during the Covid-19 Lockdown

Daniela Cvitković, Ana Wagner Jakab, Jasmina Stošić

171-187
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The Impact of the 5E Learning Model Improved with Concept Maps on Motivation

Lütfiye Varoğlu, Ayhan Yilmaz, Şenol Şen

189-211
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Primary School Teachers' Personal and Professional Beliefs on Diversity

Željka Knežević

213-235
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REVIEW

Wendy Ayres-Bennet and Linda Fisher (Eds.), Multilingualism and Identity: Interdisciplinary Perspectives, Cambridge University Press, 2022; 426 pp.: ISBN 978-1-108-49020-7

Andreja Retelj

237-241
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