International Multilingual Research Journal国际多语研究杂志
International Multilingual Research Journal(英文缩写 INT MULTILING RES J),ISSN 1931-3152,eISSN 1931-3160,中文译名:国际多语研究杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 1.543 | Q2 |
| 2022 | 2.100 | Q1 |
| 2023 | 1.200 | Q2 |
| 2024 | 2.100 | Q1 |
| 2025 | 3.000 | Q1 |
International Multilingual Research Journal 最新收录文献
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1. Moving the Needle for Ever-ELs?: Advanced Math Course Taking and College Enrollment.
PMID:日期:2023-12-07STEM preparation-especially high school math course-taking-is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advanced math courses but also enroll in college at much lower rates than non-ELs-a group that includes former ELs. In the present study, we alter the analytic lens to examine whether status, i.e., ever being identified for and receiving EL services, moderates the relationship between advanced math and college enrollment. Essentially, do ever-EL students experience the same boost to college enrollment from advanced math as their peers? We employ multilevel models to analyze statewide, longitudinal, administrative K-12 and higher education data to examine how ever-EL status and advanced math-and the interaction between the two-predict high school graduation, college application and enrollment, and level of college attended. Results show that both measures are associated with a greater likelihood of graduating from high school, applying to a four-year college, and enrolling in any college. We also find that ever-EL status moderates the relationship between advanced math and college enrollment, with important implications for students' access to four-year colleges. Ultimately, ever-EL students experience different returns on advanced math relative to never-ELs.
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2. Making Meaning, Doing Math: High School English Learners, Student-led Discussion, and Math Tracking.
PMID:日期:2020-06-25Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem solving requires linguistic proficiency. Too often, English learners' (ELs) relatively low math performance is dismissed due to their supposed "limited" English proficiency. Taking this perspective, a constructivist approach suggests that content-area discussions should improve EL students' math performance. To test this hypothesis, we use nationally representative data from the to examine the relationship between students' reported participation in math discussions and their 10 grade math performance (GPA), considering both course placement and linguistic status. While we find reported participation in student-led discussion to be positively associated with math performance for all students, we also find that EL students report higher participation in student-led discussions in low-level math placement. This pattern suggests that for EL students, participation in student-led discussion may actually be necessary to counteract the limiting nature of low-track placement. We argue that although EL students appear to benefit from student-led discussions in these contexts, until school systems begin to address the overrepresentation of EL students in low-level coursework, instructional experiences alone will do little to improve their overall achievement.