Chapter 1. Gary Bonar, Ruth Fielding and Meihui Wang: Exploring Pre-Service Language Teacher Identity Negotiation Using Q Methodology
Chapter 2. Marinella Caruso and Nicola Fraschini: Vision and Motivation of Adolescent Language Learners in Australia
Chapter 3. Akiko Fukuda: Understanding Self-Regulated Language Learning in the Context of Japanese University Students' Self-Study
Chapter 4. Nicola Fraschini and Adrian Lundberg: Australian-Korean Multicultural Family Members' Emotions about their Family Language Policy
Chapter 5. Nicola Morea: An Investigation into Pre-Service Teachers' Beliefs about Multilingualism Before and After Participating in an Identity-Oriented Course on Multilingualism
Chapter 6. Christof Chesini, Lukas Bleichenbacher, Mara De Zanet, Robert Hilbe and Anna Schröder-Sura: Pre-Service Teachers' Beliefs on Crosslinguistic Teacher Education in Switzerland
Chapter 7. Chengwen Yuan: The Post-Sort Interviews in Q Methodology: L2 Chinese Teachers' Beliefs about Motivational Teaching
Chapter 8. Yining Yang and Ke Zhao: Chinese University Teachers' Beliefs about and Pedagogical Responses to Bilingual Teaching
Chapter 9. Athip Thumvichit: Q Evaluation: Potential Applications in Language Education
Chapter 10. Hyunjin Park: A Q Methodology Evaluation of a Training Programme for Community Interpreters and Translators
Chapter 11. Renata Aliani: Investigating School Principals' Viewpoints on Languages Education
Nicola Fraschini, Adrian Lundberg and Renata Aliani: Conclusion: Thoughts on the Contribution of Q Methodology to Language Research and Looking Forward