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

Article	Citations
Voices heard. Autobiographical accounts of language learning after forced migration	33
Linguistic complexity of elementary mathematics word problems and their translations	25
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	20
Children as language inquirers: Developing working theories through acts of inquiry	18
Beliefs about multimodality with English learners and their peers in the content areas: A mixed methods study of pre-service teachers	17
The Minority Language as a Second Language: Challenges and Achievements	17
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	17
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students	17
Monolingual school websites as barriers to parent engagement	16
An investigation of teachers’ narrated and enacted identities in second language writing education	15
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia	14
Syncretic literacy practices among Arab heritage students in Denmark	13
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms	13
Afterword: The multilingual turn in language teacher education	13
Student voice and teacher agency: storytelling in letters of recommendation for college admissions	12
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	12
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy	12
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,	12
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	12
Navigating controversial discussions: the role of talk moves in dialogic teaching	11
Language teacher education in diversity – a consideration of the mediating role of languages and cultures in student learning	11
Laughter and classroom boundaries	11
Re- Exploring translanguaging in teacher education	11
Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course	10

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	10
Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education	10
Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada	9
Narrative inquiry in language teaching and learning research	9
Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs	9
Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education	9
Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences	9
‘Now you’ve said it, it’s like a big light bulb!’: enacting post observation feedback suggestions	9
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	9
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue	9
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages	8
Visualizations in grammar education: from theory to practice	8
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	8
Extensive viewing of children’s entertainment and the potential for incidental learning of early years reading vocabulary: a corpus study	7
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments	7
Translanguaging to scaffold students’ participation in a linguistically and culturally diverse tertiary classroom in Taiwan	7
Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL	7
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	6
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	6
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms	6
Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs	6
Researching English medium higher education: diverse applications and critical evaluations of the ROAD-MAPPING framework	6
Translanguaging and English as a Lingua Franca in the Plurilingual Classroom	6
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden	5
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis	5
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	5
Language, Learning, and Disability in the Education of Young Bilingual Children *Language, learning, and disability in the education of young bilingual children*	5
The emotional rollercoaster of language teaching	5
A response to Brown	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
Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions	5
Productive classroom dialogue and its association with student achievement in knowledge-building environments	5
Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students	5
Enhancing multilingual participation in science practices through language scaffolding	5
Variables influencing ESL teacher candidates’ language ideologies	5
Translanguaging in science education: towards a new approach to mother tongue education in Africa	5
“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 monolingual approach in an English primary school: practices and implications	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
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	4
‘I believe I was able to help…’ preprofessionals’ positionings in reflective writing	4
Children reading for pleasure in the digital age: mapping reader engagement	4
Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective	4
Whole school change for literacy teaching and learning: purposes and processes	4
Exploring student motivation and engagement in EMI: a latent profile analysis	4
Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives	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
Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK	4

Creating more opportunities through multimodal literacy and positioning in online and in-person Chinese heritage language classrooms	4
Making language visible in the university: English for academic purposes and internationalisation	4
Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions	4
Multilingual tasks as a springboard for transversal practice: teachers’ decisions and dilemmas in a Functional Multilingual Learning approach	4
Conversations on bilingualism	4
It “bendy dis one”: recognising and building upon Australian Aboriginal students’ linguistic repertoires as educational resources	4