1887
Volume 45, Issue 1
  • ISSN 0272-2690
  • E-ISSN: 1569-9889
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study investigates bilingual students’ attitudes toward the Tibetan language, examining the structural models of the attitudes of Tibetan students and the differences in attitudes between living communities and as moderated by learning years (comparing Tibet-based and Han-based communities). The participants were 1,118 Tibetan students in the Ganzi Tibetan Autonomous Prefecture, China. The results indicated the following: (i) the data supported the three components of attitude (Cognitive, Affective, and Behavioral) in terms of bilingual students’ perception of the Tibetan language; (ii) the five lower-level domains of the attitudes toward the Tibetan language can be grouped into two categories – Cognitive (self-concept of the Tibetan language and social status) and Affective (friendliness, helpfulness, and identification) – and there is a causal relationship between them; and (iii) there are significant differences in attitudes toward the Tibetan language dependent on living community and learning year. Practical suggestions for educators in schools for bilingual students learning the Tibetan language are discussed.

Loading

Article metrics loading...

/content/journals/10.1075/lplp.20005.gan
2021-07-12
2025-04-27
Loading full text...

Full text loading...

References

  1. Allport, G. W.
    (1954) The nature of prejudice. Menlo Park, CA: Addison Wesley.
    [Google Scholar]
  2. Bagozzi, R. P. & Burnkrant, R. E.
    (1979) Attitude organization and the attitude–behavior relationship. Journal of Personality and Social Psychology, 37, 913–929. doi:  10.1037/0022‑3514.37.6.913
    https://doi.org/10.1037/0022-3514.37.6.913 [Google Scholar]
  3. Brubaker, B. L.
    (2003) Language attitudes and identity in Taiwan. Master Thesis of Faculty of Arts and Sciences, University of Pittsburgh.
    [Google Scholar]
  4. Buenafuente, J. U.
    (2017) Evolution and determinants of language attitudes among Catalan adolescents. International Journal of Intercultural Relations, 60, 92–103. doi:  10.1016/j.ijintrel.2017.07.003
    https://doi.org/10.1016/j.ijintrel.2017.07.003 [Google Scholar]
  5. Cairancuo, Z., & Dou, X.
    (2014) “cáng zú xué shēng cáng hàn shuāng yǔ xué xí tài dù yán jiū ——yǐ qīng hǎi cáng zú zhōng xiǎo xué shēng wéi lì” [Tibetan students’ attitude toward Tibetan and Chinese bilingual learning taking Tibetan primary and secondary students in Qinghai as an example]. “zhōng guó mín zú jiāo yù” [National Education of China], 27(10), 28–33. www.cqvip.com/QK/81031X /201410/662705176.html
    [Google Scholar]
  6. Chirkova, E.
    (2007) Between Tibetan and Chinese: Identity and language in Chinese SouthWest. Journal of South Asian Studies, 30 (3), 405–417. doi:  10.1080/00856400701714047
    https://doi.org/10.1080/00856400701714047 [Google Scholar]
  7. Cooper, R. L., & Fishman, J. A.
    (1974) The study of language attitudes. International Journal of the Sociology of Language, 3, 5–20. doi:  10.1515/ijsl.1974.3.5
    https://doi.org/10.1515/ijsl.1974.3.5 [Google Scholar]
  8. Feifel, Karl-Eugen
    (1994) Language Attitudes in Taiwan: A Social Evaluation of Language in Social Change. Chinese Taipei: The Crane Publishing.
    [Google Scholar]
  9. Ferguson, C. A.
    (1996) On sociolinguistically oriented language surveys. InThom Huebner. (Eds.), Sociolinguistic perspectives: Papers on language in society 1959–1994 (pp.272–276). New York: Oxford University Press.
    [Google Scholar]
  10. Fishbein, M. & Ajzen, I.
    (1975) Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley.
    [Google Scholar]
  11. Gable, R. K.
    (1986) Instrument development in the affective domain. Boston, MA: Kluwer-Nijhoff. 10.1007/978‑94‑015‑7259‑0
    https://doi.org/10.1007/978-94-015-7259-0 [Google Scholar]
  12. Gan, Y. T., Sude, Xie J. J., Cheng, L., Tan, Y. R., & Zhang, F.
    (2018) The Impact of Students’ Personal Characteristics on Tibetan Language Attitude and Acquisition: A survey of the Ganzi Tibetan Autonomous Prefecture in Sichuan Province, China. Neuroquantology, 16(5), 76–83. 10.14704/nq.2018.16.5.1241
    https://doi.org/10.14704/nq.2018.16.5.1241 [Google Scholar]
  13. Golan-Cook, P. & Olshtain, E.
    (2011) A model of identity and language orientations: The case of immigrant students from the former soviet union in Israel. Journal of Multilingual & Multicultural Development, 32(4), 361–376. doi:  10.1080/01434632.2011.579128
    https://doi.org/10.1080/01434632.2011.579128 [Google Scholar]
  14. Gouleta, E.
    (2011) A bilingual education professional development project for primary Tibetan teachers in China: The experience and lessons learned. International Journal of Bilingual Education and Bilingualism, 15(3), 295–313. doi:  10.1080/13670050.2011.628005
    https://doi.org/10.1080/13670050.2011.628005 [Google Scholar]
  15. Habók, A. & Magyar, A.
    (2017) The effect of language learning strategies on proficiency, attitudes and school achievement. Frontiers in Psychology, 8, 1–8. doi:  10.3389/fpsyg.2017.02358
    https://doi.org/10.3389/fpsyg.2017.02358 [Google Scholar]
  16. Hoare, R.
    (2001) An integrative approach to language attitudes and identity in Brittany. Journal of Linguisti, 5(1), 73–84. doi:  10.1111/1467‑9481.00138
    https://doi.org/10.1111/1467-9481.00138 [Google Scholar]
  17. Hofer, T.
    (2017) Is lhasa Tibetan sign language emerging, endangered, or both?International Journal of the Sociology of Language, 245, 113–145. doi:  10.1515/ijsl‑2017‑0005
    https://doi.org/10.1515/ijsl-2017-0005 [Google Scholar]
  18. Jabbari, M. J. & Golkar, N.
    (2014) The relationship between EFL learners’ language learning attitudes and language learning strategies. International Journal of Linguistics, 6(3), 161–163. doi:  10.5296/ijl.v6i3.5837
    https://doi.org/10.5296/ijl.v6i3.5837 [Google Scholar]
  19. Kafandaris, S.
    (1985) Language and action–A structural model of behaviour. J Oper Res Soc, 36, 82–83. doi:  10.1057/jors.1985.14
    https://doi.org/10.1057/jors.1985.14 [Google Scholar]
  20. Kind, P. M., Jones, K. & Barmby, P.
    (2007) Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871–893. 10.1080/09500690600909091
    https://doi.org/10.1080/09500690600909091 [Google Scholar]
  21. Khatib, M. & Rezaei, S.
    (2013) A model and questionnaire of language identity in Iran: A structural equation modelling approach. Journal of Multilingual and Multicultural Development, 34(7), 690–708. doi:  10.1080/01434632.2013.796958
    https://doi.org/10.1080/01434632.2013.796958 [Google Scholar]
  22. Ladegaard, H. J.
    (2010) Language attitudes and sociolinguistic behaviour: Exploring attitude-behaviour relations in language. Journal of Sociolinguistics, 4(2), 214–233. doi:  10.1111/1467‑9481.00112
    https://doi.org/10.1111/1467-9481.00112 [Google Scholar]
  23. Lapresta, C., Huguet, A., & Fernández-Costales, A.
    (2017) Language attitudes, family language and generational cohort in Catalonia: New contributions from a multivariate analysis. Language and Intercultural Communication, 17, 135–149. doi:  10.1080/14708477.2016.1165241
    https://doi.org/10.1080/14708477.2016.1165241 [Google Scholar]
  24. Lasagabaster, D.
    (2017) Language learning motivation and language attitudes in multilingual Spain from an international perspective, Modern Language Journal, 101(3), 583–596. doi:  10.1111/modl.12414
    https://doi.org/10.1111/modl.12414 [Google Scholar]
  25. Lauer, T.
    (2015) Between desire and duty: On Tibetan identity and its effects on second-generation Tibetans. Asian Ethnology, 74(1), 167–192. 10.18874/ae.74.1.08
    https://doi.org/10.18874/ae.74.1.08 [Google Scholar]
  26. Li, Yongbin
    (2007) A discussion on Tibetan language subconscious emotion –  – an analysis of attitudes toward Tibetan and Chinese language in Lhasa. Journal of Tibet University, 20(4), 87–91. en.cnki.com.cn/Article_en/CJFDTotal-XZDX200704015.htm
    [Google Scholar]
  27. (2007) Attitudes towards Chinese and Tibetan languages including the role of subconscious emotion. China Tibet: English version, 7 (2), 57–62. en.cnki.com.cn/Article_en/CJFDTotal-ZTAY200702007.htm
    [Google Scholar]
  28. (2007a) A discussion on Tibetan language subconscious emotion – an analysis of attitudes toward Tibetan and Chinese language in Lhasa. Journal of Tibet University, 20(4), 87–91. en.cnki.com.cn/Article_en/CJFDTotal-XZDX200704015.htm
    [Google Scholar]
  29. (2007b) Attitudes towards Chinese and Tibetan languages including the role of subconscious emotion. China Tibet: English version, 7 (2), 57–62. en.cnki.com.cn /Article_en/CJFDTotal-ZTAY200702007.htm
    [Google Scholar]
  30. Lohr, J. M. & Staats, A. W.
    (1973) Attitude conditioning in Sino-Tibetan languages. Journal of Personality and Social Psychology, 26(2), 196–200. doi:  10.1037/h0034481
    https://doi.org/10.1037/h0034481 [Google Scholar]
  31. Long, H.
    (2017) A study of problems and responses in the development of dual-language education models in Tibetan regions: Taking Xiahe county in Gannan Tibetan autonomous prefecture as an example. Chinese Education and Society, 50(1), 33–41. doi:  10.1080/10611932.2016.1262185
    https://doi.org/10.1080/10611932.2016.1262185 [Google Scholar]
  32. Ma, F. & Renzeng
    (2015) Ethnolinguistic vitality, language attitudes and language education in Tibetan schools in Qinghai. InFeng, A., & Adamson, B. (Eds), Trilingualism in education in China: Models and challenges (pp.103–115). Multilingual Education, 12. Dordrecht: Springer. doi:  10.1007/978‑94‑017‑9352‑0_5
    https://doi.org/10.1007/978-94-017-9352-0_5 [Google Scholar]
  33. Mahmoodi-Shahrebabaki, M.
    (2015) Associations between language learners’ spiritual intelligence, foreign language attitude and achievement motivation: A structural equation approach. Journal of Interdisciplinary Studies in Education, 4(1), 38–54. https://isejournal.org/index.php/jise/article/view/Lang
    [Google Scholar]
  34. McLaughlin-Volpe, T., Aron, A., Wright, S. C., & Reis, H. T.
    (2001) Interactions social intergroup and Intergroup prejudice: Quantity versus quality. New York: Stony Brook University, Stony Brook.
    [Google Scholar]
  35. Milroy, J. & Milroy, L.
    (1991) Authority in Language: Investigating language prescription and standardization. London and New York: Routledge.
    [Google Scholar]
  36. Nguyen, T. T. T. & Hamid, M. O.
    (2016) Language attitudes, identity and l1 maintenance: A qualitative study of Vietnamese ethnic minority students. System, 61, 87–97. doi:  10.1016/j.system.2016.08.003
    https://doi.org/10.1016/j.system.2016.08.003 [Google Scholar]
  37. Nima, B.
    (2001) Problems related to bilingual education in Tibet. Chinese Education and Society, 34(2), 91–102. doi:  10.2753/CED1061‑1932340291
    https://doi.org/10.2753/CED1061-1932340291 [Google Scholar]
  38. Oroujlou, N. & Vahedi, M.
    (2011) Motivation, attitude, and language learning. Procedia – Social and Behavioral Tibetan languages, 29(1), 994–1000. doi:  10.1016/j.sbspro.2011.11.333
    https://doi.org/10.1016/j.sbspro.2011.11.333 [Google Scholar]
  39. Osam, N.
    (2006) Turkish Cypriot women and their attitudes towards foreign words: A case of language loyalty. International Journal of the Sociology of Language, 181, 57–67. doi:  10.1515/IJSL.2006.051
    https://doi.org/10.1515/IJSL.2006.051 [Google Scholar]
  40. Peters, S.
    (2014) Gyalthang Southern Khams Tibetan: A case study of language attitudes and shift in Shangri-la. Anthós, 6(1), 111–136. doi:  10.15760/anthos.2014.111
    https://doi.org/10.15760/anthos.2014.111 [Google Scholar]
  41. Phuntsog, N.
    (2017) Tibetan language at home in the diaspora: The mother tongue–based bilingual schooling of Tibetans in India. Diaspora Indigenous and Minority Education, 12(1), 1–13. doi:  10.1080/15595692.2017.1398141
    https://doi.org/10.1080/15595692.2017.1398141 [Google Scholar]
  42. Postiglione, G. & Jiao, B.
    (2007) Language in Tibetan education: The case of the Neidiban Manlaji. InFeng, A. (Ed.), Bilingual education in China:Practices,policies and concepts (pp.49–74). Clevedon, Buffalo: Multilingual Maters. 10.21832/9781853599934‑007
    https://doi.org/10.21832/9781853599934-007 [Google Scholar]
  43. Postiglione, G., Jiao, B., & Gyatso, S.
    (2005) Education in rural Tibet: Development, problems and adaptations. China: An International Journal, 3(1), 1–23.
    [Google Scholar]
  44. Rajecki, D. W.
    (1990) Attitudes. Sunderland, MA: Sinauer.
    [Google Scholar]
  45. Reid, N.
    (2006) Thoughts on attitude measurement. Research in Science & Technological Education, 24(1), 3–27. doi:  10.1080/02635140500485332
    https://doi.org/10.1080/02635140500485332 [Google Scholar]
  46. Rezaei, S., Latifi, A., & Nematzadeh, A.
    (2017) Attitude towards Azeri language in Iran: A large-scale survey research. Journal of Multilingual and Multicultural Development, 38(10), 931–941. doi:  10.1080/01434632.2017.1342652
    https://doi.org/10.1080/01434632.2017.1342652 [Google Scholar]
  47. Rodgers, E.
    (2017) Towards a typology of discourse-based approaches to language attitudes. Language and Communication, 56, 82–94. doi:  10.1016/j.langcom.2017.04.002
    https://doi.org/10.1016/j.langcom.2017.04.002 [Google Scholar]
  48. Roche, G.
    (2015) The Tibetanization of Henan’s Mongols: Ethnicity and assimilation on the sino-Tibetan frontier. Asian Ethnicity, 17(1), 1–22.
    [Google Scholar]
  49. (2018) Draft Report on Tibet’s Linguistic Minorities. doi:  10.13140/RG.2.2.33766.93766
    https://doi.org/10.13140/RG.2.2.33766.93766 [Google Scholar]
  50. Roche, G. & Suzuki, H.
    (2018) Tibet’s minority languages: Diversity and endangerment. Modern Asian Studies. doi:  10.1017/S0026749X1600072X
    https://doi.org/10.1017/S0026749X1600072X [Google Scholar]
  51. Ryan, E. B., Giles, H., & Sebastian, R. J.
    (1982) An integrative perspective for the study of attitudes toward language variation. InE. B. Ryan, & H. Giles. (Eds.), Attitudes towards language variation: Social and applied context (pp.1–19). London: Arnold.
    [Google Scholar]
  52. Sargent, T., Kong, P., & Zhang, Y.
    (2014) Home environment and educational transitions on the path to college in rural Northwest China. International Journal of Educational Development, 34, 98–109. doi:  10.1016/j.ijedudev.2013.05.003
    https://doi.org/10.1016/j.ijedudev.2013.05.003 [Google Scholar]
  53. Schueler-Meyer, A.
    (2017) Formation of language identities in a bilingual teaching intervention on fractions. Eurasia Journal of Mathematics Science and Technology Education, 13 (7b), 4211–4236. doi:  10.12973/eurasia.2017.00807a
    https://doi.org/10.12973/eurasia.2017.00807a [Google Scholar]
  54. Skutnabb-Kangas, T. & Cummins, J.
    (1988) Minority Education: From Shame to Struggle. Clevedon, Philadepgia: Multilingual Matters Ltd.
    [Google Scholar]
  55. Stria, I.
    (2017) Language attitudes among Esperanto speakers. Język, Komunikacja,Informacja, 12, 146–158.
    [Google Scholar]
  56. Sude
    (2016) A summary of the research on Bilingual Education of ethnic minorities. Journal of Inner Mongolia Normal University (EDUCATION Tibetan language EDITION), 17 (11), 1–6. doi: 10.3969/j.issn.1671‑0916.2004.11.001
    https://doi.org/10.3969/j.issn.1671-0916.2004.11.001 [Google Scholar]
  57. Swift, J. S., Jonathan, A., & Smith, W.
    (1977) Attitudes to Language Learning. Journal of European Industrial Training, 16(7), 7–16. doi:  10.1108/03090599210017824
    https://doi.org/10.1108/03090599210017824 [Google Scholar]
  58. Tang, C., Zhong, L., & Cheng, S.
    (2012) Tibetan attitudes towards community participation and ecotourism. Journal of Resources and Ecology, 3(1), 8–15. doi:  10.5814/j.issn.1674‑764x.2012.01.002
    https://doi.org/10.5814/j.issn.1674-764x.2012.01.002 [Google Scholar]
  59. Tannenbaum, M. & Cohen, H.
    (2017) Language educational policy in the service of group identity: The Habad case. Language Policy, 1, 1–24. doi:  10.1007/s10993‑017‑9440‑8
    https://doi.org/10.1007/s10993-017-9440-8 [Google Scholar]
  60. To, Siu-Ming
    (2015) Development and validation of a quantitative measure for Chinese sources of parental meaning. Journal of Child and Family Studies, 24(12), 3580–3594. doi:  10.1007/s10826‑015‑0168‑9
    https://doi.org/10.1007/s10826-015-0168-9 [Google Scholar]
  61. Tournadre, N.
    (2014) The Tibetic languages and their classification. InThomas Owen-Smith and Nathan, W. H. (Eds.), Trans-Himalayan Linguistics: Historical and Descriptive Linguistics of the Himalayan Area (pp.105–129). Berlin: Walter de Gruyter.
    [Google Scholar]
  62. Tódor, E. & Dégi, Z.
    (2017) Language attitudes, language learning experiences and individual strategies what does school offer and what does it lack?Acta Universitatis Sapientiae Philologica, 8(2), 123–137. 10.1515/ausp‑2016‑0022
    https://doi.org/10.1515/ausp-2016-0022 [Google Scholar]
  63. Tunik, T., Sude & Yuan, M.
    (2016).“hā sà kè zú zhōng xiǎo xué shēng shuāng yǔ tài dù ,shuāng yǔ néng lì yǐ jí shuāng yǔ shǐ yòng qíng kuàng de diào chá yán jiū” [Research on bilingual attitude, bilingual ability and bilingual use of Kazak primary and secondary students] . “dāng dài jiāo yù yǔ wén huà” [Contemporary Education and Culture],8(3): 88-95.. doi:  10.3969/j.issn.1674‑5779.2016.03.015
    https://doi.org/10.3969/j.issn.1674-5779.2016.03.015 [Google Scholar]
  64. Wan, M.
    (1997) An Investigation on the bilingual Tibetans’ attitude toward their native language and Chinese. Acta Psychologica Sinica, 12(03), 294–300. en.cnki.com.cn/Article_en/CJFDTOTAL-XLXB703.009.htm
    [Google Scholar]
  65. Wang, H.
    (2015) Current situation and Reflection on language use of adolescents in areas with declining ethnic languages: A case study of Tibetan students in Tianzhu County. Journal of Inner Mongolia University for Nationalities (Social Science Edition), 5, 86–91. doi: 10.14045/j.cnki.nmsx.2015.05.019
    https://doi.org/10.14045/j.cnki.nmsx.2015.05.019 [Google Scholar]
  66. Wang, H., Chao, X., & Sun, S. N.
    (2019) Tibetan students at an interior university in China: Negotiating identity, language, and power. Asia Pacific Journal of Education. doi:  10.1080/02188791.2019.1682515
    https://doi.org/10.1080/02188791.2019.1682515 [Google Scholar]
  67. Wright, S. C. & Bougie, E.
    (2007) Intergroup contact and minority-language education : Reducing language-based discrimination and its negative impact. Journal of Language and Social Psychology, 26, 157–181. doi:  10.1177/0261927X07300078
    https://doi.org/10.1177/0261927X07300078 [Google Scholar]
  68. Wright, S. C. & Taylor, D. M.
    (1995) Identity and the language in the classroom: Investigating the impact of heritage versus second language instruction on personal and collective self-esteem. Journal of Educational Psychology, 87, 241–252. doi:  10.1037/0022‑0663.87.2.241
    https://doi.org/10.1037/0022-0663.87.2.241 [Google Scholar]
  69. Yan, X.
    (2017) A study of Macao tertiary students’ language attitudes after the handover. Language Awareness, 26(1), 1–16. doi:  10.1080/09658416.2016.1269778
    https://doi.org/10.1080/09658416.2016.1269778 [Google Scholar]
  70. Yao, C.
    (2015) The language life in a Tibetan village community with globalization: Case study on language use and attitude in Lijia Village, Huangnan, Qinhai. Sinología Hispánica, 17(1), 133–144. doi:  10.18002/sin.v1i1.5186
    https://doi.org/10.18002/sin.v1i1.5186 [Google Scholar]
  71. Yao, C. & Zuckermann, G.
    (2016) Language vitality and language identity  – which one is more important? Tibetan-Chinese bilingual education in Maketang versus Huazangsi. Language Problems and Language Planning, 40(2), 163–186. doi:  10.1075/lplp.40.2.04yao
    https://doi.org/10.1075/lplp.40.2.04yao [Google Scholar]
  72. Yi, Xilamucuo
    (2015) Becoming bilingual in school and home in Tibetan areas of China: Stories of struggle. PhD. thesis of School of Education, University of Leeds.
    [Google Scholar]
  73. Yuan, Y., Xia, N., Xia, B.,
    (2018) “yún nán dí qìng cáng qū sān yǔ jiāo yù yǔ yán tài dù shí zhèng yán jiū yǔ qǐ shì”[An empirical study on language attitude of trilingual education in Diqing Tibetan area of Yunnan Province] . “wài guó yǔ wén lùn cóng dì” [Symposium on foreign languages],8.cpfd.cnki.com.cn/Article/CPFDTOTAL-WGYL201808001027.htm
    [Google Scholar]
  74. Zenz, A.
    (2008) ‘Tibetanness’ under threat? Neo-integrationism, minority education and career strategies in Qinghai, P.R. China. Leiden, Netherlands: Koninklijke Brill NV.
    [Google Scholar]
  75. Zhang, J. & Pérez-Milans, M.
    (2018) Structures of feeling in language policy: The case of Tibetan in China. Language Policy, 18(1), 1–26. doi:  10.1007/s10993‑018‑9469‑3
    https://doi.org/10.1007/s10993-018-9469-3 [Google Scholar]
  76. Zhang, X.
    (2014) Language attitude of Tibetan students in Ganzi Tibetan area: A case study of Kangding Tibetan middle school. Chinese Journal, 17, 36–37. doi: 10.3969/j.issn.1672‑8610.2014.17.014
    https://doi.org/10.3969/j.issn.1672-8610.2014.17.014 [Google Scholar]
  77. Zhang, L. B. & Tsung, L. T. H.
    (2019) Tibetan bilingual education in Qinghai: Government policy vs family language practice. International Journal of Bilingual Education and Bilingualism, 22(3), 290–302. doi:  10.1080/13670050.2018.1503226
    https://doi.org/10.1080/13670050.2018.1503226 [Google Scholar]
  78. Zhou, M.
    (2000) Language attitudes of two contrasting ethnic minority nationalities in China: The ‘Model’ Koreans and the ‘Rebellious’ Tibetansm. International Journal of the Sociology of Language, 146(1), 1–20. doi:  10.1515/ijsl.2000.146.1
    https://doi.org/10.1515/ijsl.2000.146.1 [Google Scholar]
  79. (2004) Minority language policy in China. InZhou, M., & Sun, H. (Eds.), Language Policy in the People’s Republic of China (pp.71–95). Language Policy, 4. Dordrecht: Springer. doi:  10.1007/1‑4020‑8039‑5_5
    https://doi.org/10.1007/1-4020-8039-5_5 [Google Scholar]
/content/journals/10.1075/lplp.20005.gan
Loading
/content/journals/10.1075/lplp.20005.gan
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error