OOIR: Observatory of International Research

Papers

(The TQCC of Language and Education is 6. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Voices heard. Autobiographical accounts of language learning after forced migration	52
Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning	35
The Minority Language as a Second Language: Challenges and Achievements	35
Beliefs about multimodality with English learners and their peers in the content areas: a mixed methods study of pre-service teachers	31
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia	30
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	29
Linguistic complexity of elementary mathematics word problems and their translations	29
Language and social justice: An introduction to linguistic activism	24
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms	22
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students	22
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy	21
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,	21
Rethinking Language Education in the Age of Generative AI	20
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia	20
Effects of students’ perceived linguistic competence on 7 ^th -grade science learning outcomes: engagement profiles as mediators	19
An investigation of teachers’ narrated and enacted identities in second language writing education	19
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	17
The exclamation mark in children’s writing	17
Syncretic literacy practices among Arab heritage students in Denmark	15
Understanding the role of teachers’ uptake in higher education assessment practice: using Bakhtin to develop a critical focus on evaluative literacies	15
Student voice and teacher agency: storytelling in letters of recommendation for college admissions	15
Afterword: The multilingual turn in language teacher education	14
Multilingual children’s play in Dutch toddler groups: video observation of their play complexity and social interactions during play	14
Re- Exploring translanguaging in teacher education	14
Who is writing? Exploring writing as a human and more-than-human endeavor	14

Laughter and classroom boundaries	13
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	13
Unexpected cultural echoes: gender representation in Hebrew and Arabic children’s picture books	13
Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs	12
Approaching or distancing? Language teachers’ emotional experiences and coping strategies in teaching multilingual international students	12
Navigating controversial discussions: the role of talk moves in dialogic teaching	12
Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course	12
‘Now you’ve said it, it’s like a big light bulb!’: enacting post observation feedback suggestions	11
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	11
Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education	10
Developing teachers’ critical language awareness through multilingual digital multimodal composing in Australian primary classrooms	10
Explain and engage: linguistic resources in Swedish as a second language textbooks to support academic writing	10
What can ‘professional vision’ tell us about teachers’ language alternation? A multimodal study of Chinese L2 classrooms	10
English for academic and specific purposes in the Classroom–From Theory to Practice	10
Language, identity and education in peripheral linguistic landscapes: a study of schoolscapes in an ethnic minority secondary school in Liangshan, China	9
Visualizations in grammar education: from theory to practice	9
Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education	9
Review of Narrative Inquiry in Language Teaching and Learning Research	9
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue	8
Beyond positive reinforcement: exploring the linguistic complexity of underlined sentences in L1 Chinese junior high school learner writing	8
The affective dimension in English-Medium Instruction in higher education	8
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	8
Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada	8
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	7
Translanguaging and English as a Lingua Franca in the Plurilingual Classroom	7
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms	7
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments	7
The impact of bilingual picture books on oral narrative skills: a case study of a four-year-old Chinese child	7
Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences	7
Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs	6
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis	6
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden	6
Enhancing multilingual participation in science practices through language scaffolding	6
Disciplinary differences in educational dialogue: a comparative analysis of Foundation Year classrooms	6
“I understand one hundred and twenty percent”: explicit claims of understanding in L2 teacher feedback	6
Correction	6
Enhancing bilingual learners’ Chinese learning: which type of home support is effective?	6
“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program	6
Researching English medium higher education: diverse applications and critical evaluations of the ROAD-MAPPING framework	6
Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions	6
Multilingual classroom discourse and language attitudes in postcolonial Mozambique: a mixed methods study	6
Translanguaging in science education: towards a new approach to mother tongue education in Africa	6
Translanguaging to scaffold students’ participation in a linguistically and culturally diverse tertiary classroom in Taiwan	6
A response to Brown	6
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	6
Language, Learning, and Disability in the Education of Young Bilingual Children *Language, learning, and disability in the education of young bilingual children*	6
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	6
Productive classroom dialogue and its association with student achievement in knowledge-building environments	6