Skip to main content
Skip to main navigation menu
Skip to site footer
Make a Submission
Register
Login
Search
Journal of Applied Language Studies
Current
Archives
Forthcoming
Announcements
About
About the Journal
Submissions
Reviewer guidelines
Editorial Team
Privacy Statement
Contact
Home
/
Archives
/
Vol. 16 No. 2 (2022): Special Issue: Language Education for Social Justice
Vol. 16 No. 2 (2022): Special Issue: Language Education for Social Justice
Published:
2022-10-05
Editorials
Editorial
Johanna Ennser-Kananen, Sari Sulkunen, Johanna Saario
1-9
pdf
Special Issue: Language Education for Social Justice
Learning of intercultural competences and languages at school and their influence on global competences and immigrant-origin peers’ sense of belonging
Jenni Alisaari, Elina Kilpi-Jakonen
11-40
pdf
Language education injustices in Mexican indigenous communities during COVID-19 pandemic
Lorena Córdova-Hernández, Jorge Valtierra Zamudio
41-56
pdf
Investigating understandings of critical literacies among Finnish and Canadian teachers
Eleni Louloudi
57-76
pdf
Towards multilingual pedagogies for social justice in the primary school
Insights from classrooms in England
Thomas Quehl
77-97
pdf
Life-story pedagogy for identity
Through linguistic and cultural recognition to participation and equity
Maiju Kinossalo, Henna Jousmäki, Minna Intke-Hernandez
99-119
pdf
Migrants at the university doorstep
How we unfairly deny access and what we could (should) do now
Anna-Leena Riitaoja, Aija Virtanen, Nina Reiman, Tuija Lehtonen, Maija Yli-Jokipii, Taija Udd, Leena Peniche-Ferreira
121-145
pdf
"They have no language"
Exploring language ideologies in adult education for deaf migrants
Nora Duggan, Ingela Holmström
147-165
pdf
Information
For Readers
For Authors
For Librarians
Make a Submission
Make a Submission
Most read articles
Teaching speaking
1408
Theoretical approaches and frameworks to language maintenance and shift research
703
English as a lingua franca – a native-culture-free code?
220
Factors affecting language policy choices in the multilingual context of Namibia
200
CLIL modules and their affective impact on students with high English anxiety and low self-efficacy
159
Current Issue
Please read our new
privacy policy
.
I accept