The present issue consists of texts which are miscellaneous in their focus, however, the opening article continues the theme of the previous one, codeswitching and translanguaging. Sarah Cox—in her text “Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?”—focuses on the language learning experiences of refugee families in Glasgow reunited through the British Red Cross and investigates in her pilot study the relationship between academic literature, policy and the practice of language learning—drawing on the translanguaging theories of Garcia and Kleifgen (2010) and Norton (2013). The author comments on an ecological multilingual approach implemented in refugee classrooms to demonstrate empowerment, identity, and the need for recognition of their linguistic repertories. Also, the second article in the volume by Teresa Maria Włosowicz entitled “The Influence of Living and Working Abroad on the Identities of Researchers and Native Speaker Teachers” draws readers’ attention to issues of identity as functioning in foreign context, but this time the subjects are academics and native speaker teachers. Using extensive sources (among others Block, 2009; Hall, 2012; Pavlenko & Blackledge, 2004; Dewaele &Preface 7 Li, 2012), the author defines and describes the construct of identity, and identity in abroad contexts. Włosowicz intended to demonstrate that an openminded hybrid identity mentioned in other studies of such subjects would be also present in her project participants. However, this is not entirely the case, as what is observed in the present study is that the native language and the family are more dominant aspects of the subjects’ identity than the foreign context in which they live, but at the same time not denying its positive value for their personal enrichment. In the next text by Meihua Liu entitled “A Study of Chinese University English Majors’ L2 Motivational Self,” the author looks at one of the most important affective dimensions of SL/FL learning that is motivation and presents an interesting empirical study investigating Chinese English majors’ L2 motivational self. The study follows the L2 Motivational Self System as presented by Dörnyei (2005, 2009). The positive results of the study demonstrate not only Chinese students’ high motivation to learn English but also their positive attitudes towards learning it, which leads the author to offer some pedagogical implications for the EFL classroom and a proposal for new avenues of research.

(read more in Preface)