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 2021-06-01 to 2025-06-01.)

Article	Citations
Complaining for rapport building: Troubles talk in a preservice language teacher online video exchange	38
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology	32
Enacting relationships through dialogic storytelling	28
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students	26
Disciplinary content and text structures communicated in the classroom – pathways in science lessons	25
Editorial Board	23
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
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	16
Use of non‐situational identities in teacher‐student interaction	16
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study	15
Editorial Board	15
Editorial Board	14
The relational actor: How teachers in bilingual schools distribute their political agency	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	13
Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism	13
Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk	12
English learner talk in mainstream classrooms: Examining classroom ecology	12
Fixed and flexible, correct and wise: A case of genre-based content-area writing	11
Moving out of the here and now: An examination of frame shifts during microteaching	11
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM	11
The emotional landscape of English medium instruction (EMI) in higher education	11
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	11
“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction	10

Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk	10
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]	10
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas	9
Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide	9
Editorial Board	9
Presence of Spanish in a Hispanic-Serving Institution on the Southwestern US Border: Towards Better Serving Underrepresented Students	9
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials	9
Teacher questions in English medium instruction classrooms in a Turkish higher education setting	9
Talking about race and racism: The developing discourse practices of elementary students	9
Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners	9
Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education	9
Editorial Board	9
Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China	9
Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?	8
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective	8
Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design	8
Humor in multimodal language use: Students’ Response to a dialogic, social-networking online assignment	8
Creating a safe house for active literary book-group discussions in a contact zone classroom	8
Exploring how language exposure shapes oral narrative skills in French-English emergent bilingual first graders	8
Learning to write or writing to resist? A primary school child's response to a family writing intervention	8
Ideology, identity, and pedagogy in English language arts teachers’ linguistic styling in U.S. classrooms	8
Reflexive engagement with social meanings through registers	8
What made primary English education in Japan different from the global trend? A policy process analysis	8
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks	8
Translanguaging: Process and power in education	7
Understanding Korean-American first-graders’ written translanguaging practices	7
Toward a theory of transgressive classroom language	7
“No more Korean at Home.” Family language policies, language practices, and challenges in Korean immigrant families: Intragroup diversities and intergenerational impacts	7
Students’ unsolicited initiations in a science classroom as displays of competence	7
Language policy on the ground in Norwegian kindergartens	7
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers	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
Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk	6
The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages	6
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications	6
Language visibility in multilingual schools: An empirical study of schoolscapes from India	6
Student-to-student hand-on-shoulder touch as an embodied response to reproach and critical teacher evaluation	6
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.	6
“They enjoyed little political power:” Representations of immigrant experience in an 11th-grade U.S. history textbook	6
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity	6
Reflexive expertise and channel reconfiguration	6
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	6
Pedagogical variations of critical literacies practices in a secondary transnational education program	6
Thorny issues with academic language: A perspective from scientific practice	6
Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities	6
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives	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
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
Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context	5
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay	5
Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts	5
Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue	5
Ideologies of poverty and implications for decision-making with families during home visits	5
Empowering students’ writing through a more useful metalanguage: A language-based approach to high school English language arts	5
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska	5
Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification	5
Silence(ing) across learning spaces: New considerations for educational research aims and rationale	5
The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits	5
Editorial Board	5
Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves	4
Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text	4
Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory	4
Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration	4
Constructing identities of disability in narratives about high school	4
Re-thinking inspiration as in-betweens in arts-integrated literacy practices	4
Detecting the factors affecting classroom dialogue quality	4
Support use in Chinese writers’ English argumentative models: Status and linguistic subjectivity	4
Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education	4
Examining silenc(ing) in literature discussion groups	4
Peer involvement in dealing with teacher's insufficient response to student initiatives	4
“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education	4
The discourse of ESL advocacy in a simulated environment	4
Caring is pedagogy: Foreign language teachers’ emotion labor in crisis	4
Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging	4
Inclusion of home languages during early childhood instructional conversations	4
Translanguaging in second language writing processes	4
Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis	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
Pre-service teachers’ hinting practices in managing responses in a microteaching context	4
Editorial Board	4
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary	4
Introduction to special issue: Researching language teaching, learning and policy in refugee resettlement contexts in the United States	4
You don’t need to prove yourself: A raciolinguistic perspective on Chinese international students’ academic language anxiety and ChatGPT use	4
Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis	4