Cross-language orthographic and phonological activation during L3 word recognition in Tibetan–Chinese–English trilinguals (abstract)

Alveolar Tap and Trill Consonant Perception and Production by L1-Mandarin L2-English Speakers (abstract)

Cross-linguistic Influences on the Production of L3 Monophthongs: Evidence from L1 Uyghur- L2 Chinese- L3 English Trilinguals (abstract)

The Role of Affective Factors in Translanguaging Pedagogy: A Case from a Chinese EMI Writing Classroom (abstract)

L2 influence on L3 word recognition across proficiency levels: the role of modality and cross-linguistic similarity (abstract)

“Well, I didn't think I would understand what I ultimately did understand, but I actually thought it was pretty cool to see that, with the, well, different languages.” - Self-Efficacy and Task Engagement in a Plurilingual Mystery Escape (abstract)

Task Demands Modulate Inhibitory Control in Trilingual Comprehension：evidence from a novel task (abstract)

Multilingual cognition: Accented speech processing and attention allocation (abstract)

Motivation and Emotion in Multilingual Language Learning: A Longitudinal Study of Tibetan English Majors (abstract)

Cognitive Retrospective Transfer of L3 to L2 in Article Context Among Native Turkish Speakers (abstract)

Transitions in multilingual settings: English learning as lived experience (abstract)

Language teachers’ mindsets about cross-linguistic collaboration: Insights from the LATECO project (abstract)

Towards multilingual pedagogical literacy (abstract)

Multilingualism as a resource, not a threat: teachers beliefs in the Basque minority-language education context (abstract)

Modern Greek at Eight: Assessing Multilingualism in Young Learners (abstract)

Balancing the multilingual mind: How language attitudes shape processing across languages (abstract)

The psychology of multilingualism: Language proficiency predicts personality traits (abstract)

L3 English Wh-Questions among Moroccan Arabic-French Learners: An Optimality Theoretic Account (abstract)

The Initial State of Third Language Acquisition: How Ab Initio Learners Produce Sentences in an Unknown L3 (abstract)

Reverse Crosslinguistic Influence: Effects of L3 Portuguese on Chinese Learners’ Sensitivity to English Adverb Placement (abstract)

Representation and revitalisation: language attitudes, digital media, and the future of minority languages across diverse multilingual contexts (abstract)

L3 Acquisition in Forced Immersion: A Social Network Analysis of Ukrainian Refugees Learning Polish (abstract)

Literacy Asymmetries in Migration Contexts: A Critical Review of CEFR Alignment for PALOP Speakers (abstract)

Teacher Awareness of Classroom Multilingualism: Insights from Language Portraits (abstract)

Teacher and Classroom Composition Factors Associated with Multilingual Pedagogy: Attitudes, Teacher Multilingual Identity Beliefs, and Teaching Practices of Foreign Language Teachers in EFL Classrooms in Lower Saxony (Germany) (abstract)

Monitoring the writing process in multilinguals. An analysis of pauses and online-revisions in L1, L2, and L3 (abstract)

Retired language learners and their motivation for multilingual development (abstract)

Challenges and potentialities in multilingual classroom contexts when teaching Portuguese as a foreign language: an analysis of the dominant language constellation (abstract)

Examining simultaneous language and literacy development in trilingual immigrant high-school students: A confluence of individual variation, demographic factors, pedagogy, beliefs and expectations (abstract)

Reverse CLI under immersion: Ukrainian children acquiring L3 Polish and L3 Czech (abstract)

Cross-Linguistic Influence in English as a Third Language among Child Heritage Speakers in Norway (abstract)

Cross-linguistic influence in the acquisition of L3 Norwegian ab initio: An eye-tracking study (abstract)

Producing phonology out of an ongoing consonant merger: L1 Chongqing Mandarin, L2 Standard Mandarin, and L3 English (abstract)

An investigation of phonological crosslinguistic influence in bilingual and trilingual learners of an artificial language (abstract)

L3 Phonological Transfer from a Stratified Source: Psycholinguistic Evidence from an Indigenous Trilingual Community (abstract)

Designing Pedagogical Materials for the Multilingual English Classroom: A Case for Teacher Agency (abstract)

Learning and teaching across language subjects: Students’, teachers’, and researchers’ perspectives (abstract)

Getting ready for reform: Design principles for a multilingual language teaching approach (abstract)

Metalinguistic knowledge and crosslinguistic influence in L3 Norwegian (abstract)

When Gender Effects Fade: How a Genderless L3 Restructures Multilingual Cognition (abstract)

Motion Event Construal on Third Language Acquisition: Chinese Learners of German as an L3 (abstract)

Multilingual Development Is Not Transfer: The Theory of Grammatical Mapping in L3 Acquisition (abstract)

The effect of previously learnt languages on agreement computation in multilinguals: Evidence from NP production in L3/Ln Danish (abstract)

The Role of Structural Similarity and Dominance in L3 Aspect Processing: Insights from Eye-Tracking (abstract)

Development of perception and production of L2 and L3 coda obstruents: A dense data case study (abstract)

Current statistical approaches to L3 VOT studies are unable to detect individual differences in CLI (abstract)

Cognates: enemies or allies? (abstract)

When Languages Diverge: Asymmetric Effects of Lingua Franca, Host Language, and Mother Tongues on Intercultural Adjustment — A Mixed‑Methods Longitudinal Study (abstract)

L3 English Trajectories in Heritage Bilingual Students (abstract)

Between Openness and Implementation: Teachers’ Plurilingual Awareness and Teaching Practices in Linguistically Diverse Adult Classrooms (abstract)

Teacher Preparedness for Translanguaging in L3 English Classrooms: Evidence from a Qualitative Intervention Study with Pre-service and In-service Teachers (abstract)

Gender Differences in Multilingual Pragmatic Production: Requests in Catalan, Spanish, and English by Young Learners (abstract)

How do language attitudes influence multilingual pragmatic awareness? (abstract)

Cross-linguistic Influence in the Early Acquisition of German as a Third Language (abstract)

Lexical access in English as L3: a study with multilinguals in Brazil (abstract)

Exploring language control indices in multilingual speakers of languages of high versus low proximity (abstract)

L3 Acquisition Provides a Multilingual Advantage for L2 in Offline, not Online, Measures (abstract)

Lexical overlap in the multilingual mind: Pupillometric evidence from L2 vs. L3 learners (abstract)

Amount of Exposure, Self-Reported Proficiency, and Comfort Levels in Trilingual Children (abstract)

Examining support for multilingualism: An arts-based approach at a Canadian School for the Deaf (abstract)

MULTILINGUALISM FROM THE CLASSROOM:A UNIVERSITIES INITIATIVE IN SOUTH AFRICA (abstract)

Researching Translingual Writing in a Migration Context: Methodological Insights from a Qualitative Case Study (abstract)

L2 English Onset Cluster Perception: Comparing L1 Mandarin and Spanish Acquisition of English Phonotactics (abstract)

The roles of previously acquired languages in L3 semantic access viewed through a crosslanguage repetition priming task (abstract)

Trilingualism in Transnational Displacement: Exploring Language Policies of Asylum-Seeking Children in Transit (abstract)

Multilingual word production: Exploring cross-linguistic influence during language switching in Afrikaans-English-Dutch speakers (abstract)

Engaging pre-service teachers with their multilingual identities using dominant language constellation artworks (abstract)

The role of reading fluency and phonological awareness in online cognate processing: Eye-movement evidence from child EFL learners (abstract)

Investigating short term effects of translation on cognitive functions in multilingual speakers (abstract)

Phonological Abilities in Multilingual EFL Contexts: A Cross-National Analysis of Subskill Differentiation (abstract)

Can the brain tell us more? EEG insights into vowel auditory discrimination in multilingual speakers (abstract)

Does multilingualism help when learning L2/L3 words during writing with digital tools? (abstract)

Preference for Manner vs. Path in L3 English: Evidence from Multilingual English as L3 Learners (abstract)

Translanguaging during consultations: maximising multilingual language repertoires in a South African university (abstract)

Exploring Demotivation in Thai Undergraduate Students’ L3 Learning: A Control–Value Perspective (abstract)

No moral Foreign Language Effect beyond the L2 (abstract)

“We just had that in German and English, that worked out quite well.”: L3-investment and multilingual portfolios in the French language classroom in Germany (abstract)

The underlying mechanisms of bilingual effects in L3 learning among Mongolian-Mandarin bilingual children (abstract)

The effect of bilingualism on L3 learning: A longitudinal study from kindergarten to the end of primary school (abstract)

Multilingualism and Inclusive Pedagogies in Content-Based Language Teacher Education: Insights from Pre-Service Teachers in Norway (abstract)

Comparing trilinguals', bilinguals', and monolinguals' vocabulary size: Single-Language versus Conceptual Assessment (abstract)

Vocabulary learning while writing with digital tools: An experimental study. (abstract)

The learning potential of subtitled English audiovisual material: an eye-tracking study of multilinguals vs. bilinguals (abstract)

Co-designing Functional Multilingual Reading Assessment for Learning through pedagogical translanguaging: case studies of teacher-researcher collaboration in the Netherlands and Australia (abstract)

Tacit and explicit crosslinguistic awareness: Convergence and dissociation in multilingual lexical use (abstract)

When L3 gains are not enough: L2 English attrition and learner profiles in L3 Japanese acquisition (abstract)

Adapting to within-language variability in L3 German: Evidence from pupillometry in L1 Chinese listeners (abstract)

The Variable Bilingual Advantage (abstract)

Bilingual Primary Programs for Turkish- and Arabic-Speaking Children: Exploring English and German Language Learning (abstract)

Embracing the Power of Diversity: Leveraging Multilingualism and Social Diversity in Bilingual Education (abstract)

Language Learning Strategy Preferences among Older Multilingual Learners (abstract)

Materialising Multilingualism: Pupils’ Representations of Language Use and Learning Spaces (abstract)

MULTILINGUAL IDENTITIES IN LADIN MINORITY SPEAKERS IN SOUTH TYROL (abstract)

Multilingual Parenting One Meme at a Time (abstract)

Debating Multilingually: The Dynamics and Effects of Language Choices in Swiss Politics (abstract)

Beyond the classroom: multilingualism through the eyes of language teachers in Quebec (abstract)

Negation in L3 French (abstract)

Regressive cross-linguistic influence as co-activation: Can L3 Scandinavian trigger V2 in L2 English? (abstract)

L3 acquisition of negation and quantifier scope interpretation in English (abstract)

Can personality affect grammatical processing? Tolerance of ambiguity and relative clause attachment in multilingual speakers (abstract)

The Effect of Case Marking and Word Order on Cross-Linguistic Structural Priming among Tibetan-Chinese-English Trilinguals (abstract)

Individual and institutional Dominant Language Constellations among multilingual students in higher education in Finland (abstract)

Why some cognates facilitate and others do not: Evidence from trilingual translation (abstract)

Beliefs on Plurilingual Assessment in Secondary Education: A Qualitative Study of Language Teachers and Plurilingual Students in Hamburg (abstract)