OOIR: Observatory of International Research

Papers

(The TQCC of Linguistics and Education is 5. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Complaining for rapport building: Troubles talk in a preservice language teacher online video exchange	45
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology	34
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study	30
Enacting relationships through dialogic storytelling	27
Disciplinary content and text structures communicated in the classroom – pathways in science lessons	26
Editorial Board	26
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students	20
The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions	19
Use of non‐situational identities in teacher‐student interaction	18
Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school	18
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”	17
Editorial Board	16
Editorial Board	16
Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk	14
Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism	14
English learner talk in mainstream classrooms: Examining classroom ecology	14
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education	14
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 classroom	14
The relational actor: How teachers in bilingual schools distribute their political agency	14
Moving out of the here and now: An examination of frame shifts during microteaching	13
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM	13
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 stude	12
Corrigendum to “The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials” [Linguistics and Education 83 (2024) 101311]	11
Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide	10
Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk	10

Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education	10
Patterns of approximation: Writing practices of heritage Spanish-speaking pre-service teachers in Texas and how this can help in preparation for the bilingual target language proficiency test	10
The emotional landscape of English medium instruction (EMI) in higher education	9
Editorial Board	9
Presence of Spanish in a Hispanic-Serving Institution on the Southwestern US Border: Towards Better Serving Underrepresented Students	9
Teacher questions in English medium instruction classrooms in a Turkish higher education setting	9
Fixed and flexible, correct and wise: A case of genre-based content-area writing	9
Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners	9
“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction	9
Editorial Board	9
What made primary English education in Japan different from the global trend? A policy process analysis	9
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective	8
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas	8
Talking about race and racism: The developing discourse practices of elementary students	8
Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design	8
Translanguaging: Process and power in education	8
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials	8
Reflexive engagement with social meanings through registers	8
Ideology, identity, and pedagogy in English language arts teachers’ linguistic styling in U.S. classrooms	8
Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom	8
Creating a safe house for active literary book-group discussions in a contact zone classroom	8
Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?	8
Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China	8
Learning to write or writing to resist? A primary school child's response to a family writing intervention	8
Monolingual content-area teacher candidates’ identity work in an online teacher education course	7
Toward a theory of transgressive classroom language	7
Understanding Korean-American first-graders’ written translanguaging practices	7
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers	7
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks	7
Students’ unsolicited initiations in a science classroom as displays of competence	7
Ideological becoming through study abroad: Multilingual Japanese students in Turkey	7
Language policy on the ground in Norwegian kindergartens	6
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity	6
Student-to-student hand-on-shoulder touch as an embodied response to reproach and critical teacher evaluation	6
Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification	6
Language visibility in multilingual schools: An empirical study of schoolscapes from India	6
“They enjoyed little political power:” Representations of immigrant experience in an 11th-grade U.S. history textbook	6
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	6
Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities	6
Reflexive expertise and channel reconfiguration	6
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay	6
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska	6
Thorny issues with academic language: A perspective from scientific practice	6
Pedagogical variations of critical literacies practices in a secondary transnational education program	6
The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages	6
Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk	6
Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts	6
Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks	6
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.	6
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications	6

Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context	5
Empowering students’ writing through a more useful metalanguage: A language-based approach to high school English language arts	5
Teaching students from refugee backgrounds: The link between language ideologies and policy appropriation	5
Editorial Board	5
Silence(ing) across learning spaces: New considerations for educational research aims and rationale	5
Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue	5
Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching	5
Ideologies of poverty and implications for decision-making with families during home visits	5
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education	5
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives	5
Embodiment in action: Engaging with the doing and be(com)ing	5
The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits	5