OOIR: Observatory of International Research

Papers

(The TQCC of Language 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 2020-04-01 to 2024-04-01.)

Article	Citations
Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms: a translanguaging perspective	55
Emotional scaffolding for emergent multilingual learners through translanguaging: case stories	29
The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings	27
Academic language and the minoritization of U.S. bilingual Latinx students	27
SFL praxis in U.S. teacher education: a critical literature review	24
From “academic language” to the “language of ideas”: a disciplinary perspective on using language in K-12 settings	24
‘Red is the colour of the heart’: making young children’s multilingualism visible through language portraits	19
Culturally sustaining approaches to academic languaging through systemic functional linguistics	15
An analysis of the forms of teacher-student dialogue that are most productive for learning	15
Dialogic education for classroom teaching: a critical review	14
Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China	13
The promise of Chinese: African international students and linguistic capital in Chinese higher education	12
Culturally sustaining systemic functional linguistics praxis in science classrooms	11
Apprenticeship of pre-service teachers through culturally sustaining systemic functional linguistics	11
A different difference in teacher education: posthuman and decolonizing perspectives	10
Critical SFL praxis in teacher education: insights from Australian SFL scholars	10
Discrimination in the gig economy: the experiences of Black online English teachers	9
“I had the best of both worlds”: transnational sense of belonging-Second-generation Korean Americans’ heritage language learning journey	9
Parentocracy within meritocracy: parental perspective on lecture-style English private tutoring in Hong Kong	9
Neoliberal multilingualism and “humanitarian connections”: discourses around parents’ experiences with a Mandarin Chinese immersion school	9
‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education	8
Cross-curricular connection in an English Medium Instruction Western History classroom: a translanguaging view	8
Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods	8
Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: a design-based research study	8
Academic language: is this really (functionally) necessary?	7

Biographical perspectives on language ideologies in teacher education	7
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad	7
‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education	7
Variables influencing ESL teacher candidates’ language ideologies	7
Engaging English language learners in digital multimodal composing: Pre-service teachers’ perspectives and experiences	7
The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies	7
Learning to teach science genres and language of science writing: Key change processes in a teacher’s critical SFL praxis	6
What two teachers took up: metalanguage, pedagogy and potentials for long-term change	6
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	6
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution	6
Each primary school a school-based language policy? The impact of the school context on policy implementation	6
Monolingual school websites as barriers to parent engagement	6
Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers	5
Above the law? The democratic implications of setting ground rules for dialogue	5
Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan	5
Development of EMI teacher language awareness: does team teaching help?	5
Empowering learners of English as an additional language: translanguaging with machine translation	5
English medium higher education in Hong Kong: linguistic challenges of local and non-local students	4
Language teacher candidates’ SFL development: a sociocultural perspective	4
Agency and feedback-seeking: academic English socialization of L2 students in Hong Kong	4
Expanding participation: supporting newcomer students’ language development through disciplinary practices	4
‘If you have the freedom, you don’t need to even think hard’ – considerations in designing for student agency through digital multimodal composing in the language classroom	4
Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction	4
Fostering affective engagement in Chinese language learning: A Bernsteinian account	4
To what extent do affective variables correlate with content learning achievement in CLIL programmes?	4
Researching EMI policy and practice multilingually: reflections from China and Turkey	4
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	4
Teachers’ acts of legitimation in second language education in Swedish upper secondary schools	4
“Does it have to be a real story?” A social semiotic assessment of an emergent writer	4
A monolingual approach in an English primary school: practices and implications	4
To integrate a language focus in a linguistically diverse physics classroom	4
Translingual competence and study abroad: shifts in sojourners’ approaches to second language learning	4
Equitable education and the language ideological work of academic language (Introduction to special issue on academic language)	4
‘I am just saying maybe …’: Engagement in dissertation defenses	4