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 2021-11-01 to 2025-11-01.)

Article	Citations
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study	54
Disciplinary content and text structures communicated in the classroom – pathways in science lessons	35
Middle school Arabic-speaking teacher and students engaging in reading, analysis, and evaluation of sources through translanguaging in social studies inquiry	34
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”	32
Editorial Board	29
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology	22
Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school	21
Enacting relationships through dialogic storytelling	19
Use of non‐situational identities in teacher‐student interaction	18
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	17
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	17
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education	17
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students	17
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM	16
Moving out of the here and now: An examination of frame shifts during microteaching	16
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	15
The relational actor: How teachers in bilingual schools distribute their political agency	14
Editorial Board	14
English learner talk in mainstream classrooms: Examining classroom ecology	13
Editorial Board	13
Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism	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
Teacher questions in English medium instruction classrooms in a Turkish higher education setting	11
“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction	11
Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education	11

Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide	11
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	11
Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?	10
The emotional landscape of English medium instruction (EMI) in higher education	10
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials	10
Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk	10
Presence of Spanish in a Hispanic-Serving Institution on the Southwestern US Border: Towards Better Serving Underrepresented Students	10
Talking about race and racism: The developing discourse practices of elementary students	9
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas	9
What made primary English education in Japan different from the global trend? A policy process analysis	9
Creating a safe house for active literary book-group discussions in a contact zone classroom	9
Editorial Board	9
Editorial Board	9
Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners	9
Toward a theory of transgressive classroom language	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
Understanding Korean-American first-graders’ written translanguaging practices	8
Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom	8
Learning to write or writing to resist? A primary school child's response to a family writing intervention	8
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective	8
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks	8
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers	8
Students’ unsolicited initiations in a science classroom as displays of competence	8
Monolingual content-area teacher candidates’ identity work in an online teacher education course	8
Language policy on the ground in Norwegian kindergartens	7
Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities	7
Pedagogical variations of critical literacies practices in a secondary transnational education program	7
Language visibility in multilingual schools: An empirical study of schoolscapes from India	7
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications	7
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity	7
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.	7
Thorny issues with academic language: A perspective from scientific practice	7
Ideological becoming through study abroad: Multilingual Japanese students in Turkey	6
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay	6
Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts	6
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education	6
Silence(ing) across learning spaces: New considerations for educational research aims and rationale	6
The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages	6
Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks	6
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska	6
Student-to-student hand-on-shoulder touch as an embodied response to reproach and critical teacher evaluation	6
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives	6
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	6
Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification	6
Reflexive expertise and channel reconfiguration	6
Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue	6
Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk	6
The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits	5
Teaching students from refugee backgrounds: The link between language ideologies and policy appropriation	5

“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education	5
Editorial Board	5
Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis	5
Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory	5
Embodiment in action: Engaging with the doing and be(com)ing	5
Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text	5
Pre-service teachers’ hinting practices in managing responses in a microteaching context	5
Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education	5
Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context	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
Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration	5
Peer involvement in dealing with teacher's insufficient response to student initiatives	5
Examining silenc(ing) in literature discussion groups	5