OOIR: Observatory of International Research

Papers

(The median citation count of Language and Education is 1. 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
Voices heard. Autobiographical accounts of language learning after forced migration	34
The Minority Language as a Second Language: Challenges and Achievements	27
Linguistic complexity of elementary mathematics word problems and their translations	27
Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning	24
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia	21
Children as language inquirers: Developing working theories through acts of inquiry	20
Beliefs about multimodality with English learners and their peers in the content areas: A mixed methods study of pre-service teachers	19
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students	18
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	18
Monolingual school websites as barriers to parent engagement	17
Syncretic literacy practices among Arab heritage students in Denmark	15
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	15
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia	15
Student voice and teacher agency: storytelling in letters of recommendation for college admissions	15
Afterword: The multilingual turn in language teacher education	14
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,	14
An investigation of teachers’ narrated and enacted identities in second language writing education	14
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms	14
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	13
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy	13
Re- Exploring translanguaging in teacher education	12
Explain and engage: linguistic resources in Swedish as a second language textbooks to support academic writing	12
Navigating controversial discussions: the role of talk moves in dialogic teaching	12
Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students	12
Laughter and classroom boundaries	12

Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course	11
‘Now you’ve said it, it’s like a big light bulb!’: enacting post observation feedback suggestions	11
Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs	11
Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education	11
Narrative inquiry in language teaching and learning research	10
Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences	10
Language teacher education in diversity – a consideration of the mediating role of languages and cultures in student learning	10
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	9
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	9
Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education	9
Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL	9
Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada	9
Visualizations in grammar education: from theory to practice	9
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue	8
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages	8
Translanguaging to scaffold students’ participation in a linguistically and culturally diverse tertiary classroom in Taiwan	7
Translanguaging and English as a Lingua Franca in the Plurilingual Classroom	7
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments	7
Extensive viewing of children’s entertainment and the potential for incidental learning of early years reading vocabulary: a corpus study	6
Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs	6
Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students	6
Researching English medium higher education: diverse applications and critical evaluations of the ROAD-MAPPING framework	6
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	6
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis	6
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms	6
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden	6
A response to Brown	6
Enhancing bilingual learners’ Chinese learning: which type of home support is effective?	6
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad	5
Language, Learning, and Disability in the Education of Young Bilingual Children *Language, learning, and disability in the education of young bilingual children*	5
Productive classroom dialogue and its association with student achievement in knowledge-building environments	5
Enhancing multilingual participation in science practices through language scaffolding	5
Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions	5
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	5
“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program	5
“I understand one hundred and twenty percent”: explicit claims of understanding in L2 teacher feedback	5
Translanguaging in science education: towards a new approach to mother tongue education in Africa	5
Multilingual tasks as a springboard for transversal practice: teachers’ decisions and dilemmas in a Functional Multilingual Learning approach	4
Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives	4
“The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe	4
A different difference in teacher education: posthuman and decolonizing perspectives	4
The emotional rollercoaster of language teaching	4
Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions	4
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	4
‘English [as a lingua franca ] is absolutely out of question!’ – The struggle between globalization and (neo-)nationalist traditions in Switzerland’s secondary schools	4
Creating more opportunities through multimodal literacy and positioning in online and in-person Chinese heritage language classrooms	4
‘I believe I was able to help…’ preprofessionals’ positionings in reflective writing	4
It “bendy dis one”: recognising and building upon Australian Aboriginal students’ linguistic repertoires as educational resources	4
‘Walking out from the flat’: pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad	4
Conversations on bilingualism	4

Children reading for pleasure in the digital age: mapping reader engagement	4
Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK	4
Exploring student motivation and engagement in EMI: a latent profile analysis	4
Rethinking linguistic capitals and asset-based language learning: an examination of bilingual Korean-Chinese instruction for international students in South Korea	3
Narrowing history curriculum implementation gaps in Southern African countries: undoing the English hegemony	3
Sustaining linguistic heritage: an exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students	3
Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms	3
Learning to teach science genres and language of science writing: Key change processes in a teacher’s critical SFL praxis	3
‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging	3
Towards a multimodal dialogic understanding of early writing development in school	3
Countering English-prioritised monolingual ideologies in content assessment through translanguaging practices in higher education	3
Spatializing literacy-as-events. Literacy in new techno-scholastic environments of lower secondary classrooms	3
‘Ahí fuimos jalando gente’ : transnational Latina mothers’ enactments of navigation and resistance in hyper-gentrified dual-language schools	3
An exploratory study of teachers’ supportive communication during interactive book reading in the classroom	3
The value of knowing: conscious and unconscious writing choices	3
Mapping dialogic space in exploratory, disputational, and cumulative talk: a linguistic analysis	3
Interesting facts: holistic interviews on children’s nonfiction engagement	3
Biographical perspectives on language ideologies in teacher education	2
First and second language sentence repetition: a screening measure for dual language learners?	2
An exploration of languaging interactions of young Spanish-English emergent bilinguals to build social-emotional learning skills during free-play	2
Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers	2
Linguistic justice: black language, literacy, identity, and pedagogy	2
‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education	2
‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education	2
Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices	2
Language ideology and order in rising China	2
German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration	2
Unlocking CLIL success: exploring the interplay between students’ self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education	2
Bloomsbury World Englishes volume 2: ideologies , edited by R. Rubdy, R. Tupas, and M. Saraceni. London: Bloomsbury, 2021. pp. xii + 318. ISBN 9781350065840 (hbk): $190. ISBN 9781350065857 (epub): $17	2
Multilingual learners’ literacy identities: ideology and local enactment of a language-restrictive alternative instructional program	2
Pedagogical translanguaging	2
Exploring the professional identity and agency of student teachers in multilingual classrooms	2
Remembering, (re)membering, and re-membering translanguaging bodies: content-area bilingual teacher candidates’ of color embodied memories of translanguaging	2
The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education	2
Multimodal conversation analysis and interpretative phenomenological analysis: A methodological framework for researching translanguaging in multilingual classrooms	2
What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community	2
Ecolinguistics and environment in education: Language, culture and textual analysis	2
Reading images for knowledge building: Analyzing infographics in school science	2
Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey	2
An analysis of the forms of teacher-student dialogue that are most productive for learning	2
Asian American youth co-designing heritage language workshops for immigrant families: a community-based participatory research study	2
Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education	2
Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway	2
Conceptualisations of ‘good’ writing in the English primary school context	2
Spatial ideologies on official bilingualism and co-located schools in Finland and South Tyrol, Italy	2
Shared book reading with AI chatbots: comparison of the effects of instructional style on children’s language abilities between typical and poor readers	2
Improving English language arts instruction in Indiana dual language bilingual education classrooms	2
Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional Practices	1
We enjoy doing reading together: finding potential in affective encounters with people and things for sustaining volitional reading	1
African international students’ challenges, investment and identity development at a highly selective EMI university in Kazakhstan	1
Finding spaces for all languages. Teacher educators’ perspectives on multilingualism	1
Bridging Australian Indigenous language learner’s guides with SLA materials development frameworks	1
Introduction to the special issue ‘Normalising difference in teacher education: national and international perspectives’	1
Language Teacher Identity and Wellbeing	1
Language-related episodes in EMI: Types and the effects on students’ vocabulary development	1
Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices	1
Introduction: Towards a multilingual turn in teacher professionalization	1
Learning about translanguaging in two bilingual teacher preparation programs	1
Book Review – ‘English-Medium Instruction Practices in Higher Education: International Perspectives’	1
Critical SFL praxis in teacher education: Looking backward and looking forward (Introduction to special issue on Systemic Functional Linguistics as Critical Praxis in Teacher Education: Looking Backwa	1
Transpositioning in English medium instruction classroom discourse: insights from a translanguaging perspective	1
Examining primary school students’ perceptions of language used in science classrooms	1
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium	1
Fostering community support for multilingual education: the language friendly approach	1
Researching EMI policy and practice multilingually: reflections from China and Turkey	1
Development of EMI teacher language awareness: does team teaching help?	1
The shaping of an idea as temporal, multimodal, and collaborative activity: exploring how students develop a board game in L1	1
Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners	1
Minority Language Learning for Adult Migrants in Europe	1
Threading systemic change for language equity in schools	1
Volitional reading, ‘disturbing’ books, and the transformation of readers	1
Co-teaching literacy strategies for the inclusion of second-language learners: possibilities for professional development	1
Transnational Approaches to Bilingual and Second Language Teacher Education	1
Home language use in mathematics classrooms supports processing, not just input–output work	1
Intercultural Communication and Identity	1
Sharing is caring: young people’s narratives about BookTok and volitional reading	1
Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses	1
Introduction: researching multilingually to rethink EMI policy and practices	1
New perspectives on material mediation in language learner pedagogy	1
The role of teacher beliefs in teacher learning and practice: implications for meeting the needs of English learners/emergent bilinguals	1