OOIR: Observatory of International Research

Papers

(The TQCC of Linguistics and Education is 4. 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 2021-09-01 to 2025-09-01.)

Article	Citations
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology	48
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study	35
Enacting relationships through dialogic storytelling	30
Disciplinary content and text structures communicated in the classroom – pathways in science lessons	28
Editorial Board	27
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students	26
Use of non‐situational identities in teacher‐student interaction	20
Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school	19
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”	19
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	18
Editorial Board	17
The relational actor: How teachers in bilingual schools distribute their political agency	16
Editorial Board	16
Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism	15
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education	15
Moving out of the here and now: An examination of frame shifts during microteaching	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
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM	14
English learner talk in mainstream classrooms: Examining classroom ecology	14
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]	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	13
The emotional landscape of English medium instruction (EMI) in higher education	12
Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education	11
Teacher questions in English medium instruction classrooms in a Turkish higher education setting	10
Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk	10

“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction	10
Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide	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
Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?	9
Talking about race and racism: The developing discourse practices of elementary students	9
Presence of Spanish in a Hispanic-Serving Institution on the Southwestern US Border: Towards Better Serving Underrepresented Students	9
Editorial Board	9
Editorial Board	9
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas	9
Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners	9
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
Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design	8
Creating a safe house for active literary book-group discussions in a contact zone classroom	8
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective	8
Translanguaging: Process and power in education	8
What made primary English education in Japan different from the global trend? A policy process analysis	8
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials	8
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers	8
Understanding Korean-American first-graders’ written translanguaging practices	7
Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom	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
Monolingual content-area teacher candidates’ identity work in an online teacher education course	7
Toward a theory of transgressive classroom language	7
Language visibility in multilingual schools: An empirical study of schoolscapes from India	6
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity	6
Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts	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
The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages	6
Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities	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
Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks	6
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications	6
Pedagogical variations of critical literacies practices in a secondary transnational education program	6
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	6
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay	6
Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk	6
Reflexive expertise and channel reconfiguration	6
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.	6
Language policy on the ground in Norwegian kindergartens	6
Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context	5
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education	5
Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching	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

Embodiment in action: Engaging with the doing and be(com)ing	5
Teaching students from refugee backgrounds: The link between language ideologies and policy appropriation	5
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives	5
Ideologies of poverty and implications for decision-making with families during home visits	5
The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits	5
Introduction to special issue: Researching language teaching, learning and policy in refugee resettlement contexts in the United States	4
Caring is pedagogy: Foreign language teachers’ emotion labor in crisis	4
Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis	4
Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education	4
Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text	4
Peer involvement in dealing with teacher's insufficient response to student initiatives	4
Corrigendum to “Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad” [Lin	4
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary	4
Collective memorying of kindergarten through the logic of children	4
Decolonizing English Academic Writing education through translingual practices	4
Examining silenc(ing) in literature discussion groups	4
Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves	4
Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration	4
“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education	4
Pre-service teachers’ hinting practices in managing responses in a microteaching context	4
Translanguaging in second language writing processes	4
Frequency and framing keywords in EMI: A comparison of two lecturers	4
Inclusion of home languages during early childhood instructional conversations	4
Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis	4
Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging	4
Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory	4
Constructing identities of disability in narratives about high school	4
Support use in Chinese writers’ English argumentative models: Status and linguistic subjectivity	4
Detecting the factors affecting classroom dialogue quality	4