Giulia Sulis is a senior postdoc at the University of Graz, AustriaÅsta Haukås is a Professor of foreign language eduaction at the University of Bergen, NorwaySarah Mercer is a Professor at the University of Graz, Austria.

• Interdisciplinary approaches to multilingualism and language learner and teacher psychology: An introduction, Giulia Sulis, Sarah Mercer and Åsta Haukås; Part 1: Multilingualism and learner psychology; 2. Willingness to Communicate and multilingualism: Concept extension and ontological underpinnings, Alastair Henry and Peter MacIntyre; 3. Negotiating identities, navigating speaking: A longitudinal study of Japanese students' multilingual fluctuations during a European study abroad, Simon Humphries, Jim King, Jean-Marc Dewaele and Tomoko Yashima; 4. The more, the merrier? Comparing conceptualizations of self-report multilingualism as a predictor of individual differences, Nazila Fattahi, Faramarz Ebn-Abbasi and Elouise Botes; 5. Psychotypology-guided strategy development and multilingual learner emotions when learning a linguistically distant language, Yan-Yi Lee and Karen Forbes; 6. Just about the language? Relating vision to multilingual learners' Mandarin learning engagement, Siying Shen and Martin Lamb; 7. Learners' multilingual selves: A cross-country comparison of students' LOTE motivation in Estonia and Hungary, Bochra Kouraichi; 8. Motivation and attitudes of Modern Greek FL learners in the multilingual context of Catalonia, Spain, Maria Andria; 9. Exploring Finnish high school students' multilingual repertoires: Self-efficacy in reading in L1 and various L2s, Mareen Patzelt, Judi Rose and Leena Maria Heikkola; 10. Multilingual identity, metalinguistic abilities and their complex interaction in education, Valentina Carbonara, Jacopo Torregrossa and Silvia Melo-Pfeifer; Part 2: Multilingualism and teacher psychology; 11. Language teachers' self-efficacy beliefs, agency, and students' engagement in multilingual digital storytelling, Camilla Spaliviero; 12. Well-being challenges and growth: Insights from Australian pre-service language teachers, Gary Bonar, Ruth Fielding and Melhul Wang; 13. Flow as a mediator of the wellbeing of teachers of multiple languages and multilingual teachers, Agata Słowik-Krogulec and Anna Mystkowska-Wiertelak; 14. Multilingual language teacher psychology: Interactions between emotional resonance, self-efficacy, and metalinguistic knowledge, Raees Calafato; 15. Breaking the boundaries: Integrating PLLT and multilingualism, Giulia Sulis, Sarah Mercer and Åsta Haukås; Index.

Giulia Sulis is a senior postdoc at the University of Graz, AustriaÅsta Haukås is a Professor of foreign language eduaction at the University of Bergen, NorwaySarah Mercer is a Professor at the University of Graz, Austria.

• Interdisciplinary approaches to multilingualism and language learner and teacher psychology: An introduction, Giulia Sulis, Sarah Mercer and Åsta Haukås; Part 1: Multilingualism and learner psychology; 2. Willingness to Communicate and multilingualism: Concept extension and ontological underpinnings, Alastair Henry and Peter MacIntyre; 3. Negotiating identities, navigating speaking: A longitudinal study of Japanese students' multilingual fluctuations during a European study abroad, Simon Humphries, Jim King, Jean-Marc Dewaele and Tomoko Yashima; 4. The more, the merrier? Comparing conceptualizations of self-report multilingualism as a predictor of individual differences, Nazila Fattahi, Faramarz Ebn-Abbasi and Elouise Botes; 5. Psychotypology-guided strategy development and multilingual learner emotions when learning a linguistically distant language, Yan-Yi Lee and Karen Forbes; 6. Just about the language? Relating vision to multilingual learners' Mandarin learning engagement, Siying Shen and Martin Lamb; 7. Learners' multilingual selves: A cross-country comparison of students' LOTE motivation in Estonia and Hungary, Bochra Kouraichi; 8. Motivation and attitudes of Modern Greek FL learners in the multilingual context of Catalonia, Spain, Maria Andria; 9. Exploring Finnish high school students' multilingual repertoires: Self-efficacy in reading in L1 and various L2s, Mareen Patzelt, Judi Rose and Leena Maria Heikkola; 10. Multilingual identity, metalinguistic abilities and their complex interaction in education, Valentina Carbonara, Jacopo Torregrossa and Silvia Melo-Pfeifer; Part 2: Multilingualism and teacher psychology; 11. Language teachers' self-efficacy beliefs, agency, and students' engagement in multilingual digital storytelling, Camilla Spaliviero; 12. Well-being challenges and growth: Insights from Australian pre-service language teachers, Gary Bonar, Ruth Fielding and Melhul Wang; 13. Flow as a mediator of the wellbeing of teachers of multiple languages and multilingual teachers, Agata Słowik-Krogulec and Anna Mystkowska-Wiertelak; 14. Multilingual language teacher psychology: Interactions between emotional resonance, self-efficacy, and metalinguistic knowledge, Raees Calafato; 15. Breaking the boundaries: Integrating PLLT and multilingualism, Giulia Sulis, Sarah Mercer and Åsta Haukås; Index.