【限时资源，期刊全文】International Journal of Bilingual Education and Bilingualism《国际双语教育和双语杂志》2020年第23卷第1-3期-共28篇论文（侵删）
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本期推送的是SSCI期刊——International Journal of Bilingual Education and Bilingualism《国际双语教育和双语杂志》最新三期、即2020年第23卷第1-3期的28篇论文，其中目录可在正文中查看，全文可以点击文末
International Journal of Bilingual Education and Bilingualism《国际双语教育和双语杂志》2020年第23卷第1-3期-共28篇论文（侵删）
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| 卷号 | 期号 | 论文号 | 论文题目 |
| Vol. 23 | Issue 1 | Article 01 | Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue |
| Vol. 23 | Issue 1 | Article 02 | Plurilingualism and translanguaging: commonalities and divergences |
| Vol. 23 | Issue 1 | Article 03 | Plurilingual speech as legitimate and efficient communication strategy |
| Vol. 23 | Issue 1 | Article 04 | Resemiotisation from page to stage: translanguaging and the trajectory of a musilingual youth’s poem |
| Vol. 23 | Issue 1 | Article 05 | Translanguaging and embodied teaching and learning: lessons from a multilingual karate club in London |
| Vol. 23 | Issue 1 | Article 06 | Bringing plurilingualism into teaching practice: a quixotic quest? |
| Vol. 23 | Issue 1 | Article 07 | ‘Mézclalo un poquito’: plurilingual practices in multilingual educational milieus |
| Vol. 23 | Issue 2 | Article 08 | Bilingualism and language change: the case of pronominal clitics in Catalan and Spanish |
| Vol. 23 | Issue 2 | Article 09 | Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs |
| Vol. 23 | Issue 2 | Article 10 | Developing as an agentive bilingual teacher: self-reflexive and student-learning inquiry as teacher education resources |
| Vol. 23 | Issue 2 | Article 11 | Key issues in teachers’ assessment of primary education bilingual programs in Spain |
| Vol. 23 | Issue 2 | Article 12 | Exploring language identities in English as a lingua franca communication: experiences of bilingual university students in Hong Kong |
| Vol. 23 | Issue 2 | Article 13 | Whose heritage? What inheritance?: conceptualising family language identities |
| Vol. 23 | Issue 2 | Article 14 | The emotional journey of being and becoming bilingual |
| Vol. 23 | Issue 2 | Article 15 | ‘I want to learn Seoul speech!’: language ideologies and practices among rural marriage-migrants in South Korea |
| Vol. 23 | Issue 2 | Article 16 | Development of cross-language lexical influence: divergence, not convergence |
| Vol. 23 | Issue 2 | Article 17 | Positive psychology perspectives on foreign language learning and teaching |
| Vol. 23 | Issue 2 | Article 18 | Applied linguistics perspectives on CLIL |
| Vol. 23 | Issue 2 | Article 19 | Peer interactions in new content and language integrated settings |
| Vol. 23 | Issue 2 | Article 20 | L'éducation bilingue en France. Politiques linguistiques, modèles et pratiques |
| Vol. 23 | Issue 3 | Article 21 | Dealing with language issues in English-medium instruction at university: a comprehensive approach |
| Vol. 23 | Issue 3 | Article 22 | Exploring the role of language in English medium instruction |
| Vol. 23 | Issue 3 | Article 23 | Professional development through reflective practice for English-medium instruction (EMI) teachers |
| Vol. 23 | Issue 3 | Article 24 | Revisiting the ‘E’ in EMI: students’ perceptions of standard English, lingua franca and translingual practices |
| Vol. 23 | Issue 3 | Article 25 | EMI Lecturers in international universities: is a native/non-native English-speaking background relevant? |
| Vol. 23 | Issue 3 | Article 26 | EMI, internationalisation, and the digital |
| Vol. 23 | Issue 3 | Article 27 | Supporting educational developers in the era of internationalised higher education: insights from a European project |
| Vol. 23 | Issue 3 | Article 28 | The content lecturer and English-medium instruction (EMI): epilogue to the special issue on EMI in higher education |
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