Submissions from 2021
‘Learning French is Like Trying to Skate’: Constructing identity through metaphor, Wendy D. Bokhorst-Heng and Kelle L. Marshall
Raising institutional awareness and pedagogical sensitivity: An analysis of college faculty participation in seed training, Roshawnda A. Derrick, Kindy Delong, and Cari Myers
On IGO withdrawal by states vs leaders, and exogenous measures for inference, Inken von Borzyskowski and Felicity Vabulas
Submissions from 2020
Canadian Immersion Students’ Investment in French, Kelle L. Marshall and Wendy D. Bokhorst-Heng
Language Ideological Debates and Intercultural Learning in French Immersion Education, Kelle L. Marshall and Wendy D. Bokhorst-Heng
Informal IGOs as Mediators of Power Shifts, Felicity Vabulas and Duncan Snidal
Submissions from 2019
Informing Research (practices) Through Pedagogical Theory: Focus Groups with Adolescents, Wendy D. Bokhorst-Heng and Kelle L. Marshall
Informing Research (practices) Through Pedagogical Theory: Focus Groups with Adolescents, Wendy Bokhorst-Heng and Kelle L. Marshall Ph.D
Nudging the Needle: Foreign Lobbies and U.S. Human Rights Ratings, Felicity Vabulas Dr.
Submissions from 2018
“I Wouldn’t Want to Impose!” Intercultural Mediation in French Immersion, Kelle L. Marshall and Wendy D. Bokhorst-Heng
Submissions from 2016
“On a la liberté de parler comme on veut”: Acadian Discourses of Francophone Authenticity, Kelle L. Marshall