Linguistics and Education

Papers
(The H4-Index of Linguistics and Education is 15. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-11-01 to 2025-11-01.)
ArticleCitations
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study54
Disciplinary content and text structures communicated in the classroom – pathways in science lessons35
Middle school Arabic-speaking teacher and students engaging in reading, analysis, and evaluation of sources through translanguaging in social studies inquiry34
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”32
Editorial Board29
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology22
Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school21
Enacting relationships through dialogic storytelling19
Use of non‐situational identities in teacher‐student interaction18
The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions17
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education17
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students17
Commentary for the Special Issue on Equity and Methodological Advancements to Transform Academic Discourse Teaching and Research. Finding Common Ground: The path forward for building teacher and stude17
Moving out of the here and now: An examination of frame shifts during microteaching16
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM16
Teacher's and students’ use of gestures and home-language during classroom-talk to elicit a shared understanding of structure in figural patterns: A case study in a multilingual mathematics classroom15
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