OOIR: Observatory of International Research

Papers

(The median citation count of International Multilingual Research Journal is 3. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Toward critical inquiry: using trauma-informed-principles to highlight teacher (mis)understanding of linguistic funds of knowledge	28
Language, culture, and race: an AsianCrit perspective on newcomer Chinese transnational adolescents’ navigation of intersectional discourses in Canadian schools	14
“Bring that rural world, even in digital form, to the urban”: using immersive technology to teach Mapuche language and culture in Chilean schools	14
Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom	14
Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey	13
School leadership envisions sociocultural competence: a case study of one private dual language bilingual education school in Central America	13
The decision to publish in a minority language: the case of the Basque language	13
“Can I speak that यहाँ पे (here)?”: Emergent bilinguals navigating intersectional inequities with relational multimodal multilingual practices in elementary school	12
“What are you doing to us?!”: mediating English-only policies to sustain a bilingual education program	12
“The best way to get to know a student is to know their community”: fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks	10
Multilingual students’ linguistic repertoires as a resource: a case study of assessments in journalism studies	10
The affordances of plurilingual speaking games for recognizing, using, and developing plurilingual competences of children and pre-service teachers	10
Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia	8
Cultivating a critical translanguaging space in dual language bilingual education	8
CLIL and SIOP: an effective partnership?	8
Intersecting ideologies: a case study of teachers’ language beliefs and practices with trilingual students	7
The potential of intersectional and reciprocal approaches in the education of newcomer students	7
The design of mathematics testing accommodations for second language learners: semiotic exchangeability of translation and illustration pop-up glossaries in computer-administered tests	7
Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development	7
Identity construction on shop signs in Singapore’s Chinatown: a study of linguistic choices by Chinese Singaporeans and New Chinese immigrants	6
Museums in support of preservice teacher learning: expanding understandings of multiliteracies and translanguaging in content area teaching	5
An urgent call to center AsianCrit in Chinese/English dual language bilingual education programs	5
Plugging in translanguaging: thinking across theory for methodological innovation in English learner and multilingual education	5
Transgressive translanguaging: theorizing the corriente	5
Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom	4

Globalization, linguistic markets, and nuanced identity performances: Farsi-English code-switching in Iran	4
Moroccan Arabic-English code-switching among EFL teachers: Effect on students’ L2 vocabulary learning and retention	4
Principled practice for drama and theater arts with multilingual learners	4
An analysis of South African university students’ multilingual mindsets based on a holistic approach to language attitudes	4
Attitude towards language use and maintenance among Yorùbá-English bilinguals in the United States	4
Mother-tongue-mediated teaching and learning in primary education in Mali: exploring the policy-action maze through a translanguaging pedagogy perspective	4
Long-term English learners’ mathematics course trajectories: downstream consequences of early remediation on college preparation	4
Moving the needle for ever-ELs?: advanced math course taking and college enrollment	3
Dialect competence, dialect attitude and social inclusion: A case study of migrants in Chongqing, China	3
Translanguaging through the lens of social justice: unpacking educators’ understanding and practices	3
Resisting neoliberalism: testimonios of language teachers as social activists	3
Unpacking complex language ideologies toward heritage language maintenance: a case of Chinese migrant families in the US	3
How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual	3
Supporting multilingual students from policy to practice: Systemic initiatives to create equitable career and technical education	3
Digital storytelling and intersectional identities: youth with refugee experiences (Re)claiming life stories	3
A CDA analysis of Tunisian official policy towards Tatūnsīt	3
The fall of bilingualism: Teacher candidates’ voices on the implementation of critical plurilingualism in English language teaching	3
“Just make them feel welcomed”: examining newcomer ESL students’ intersectional racism in Canadian schools	3
“It’s difficult, but it’s worth it”: Saudi Mothers’ investment in their children’s Arabic heritage learning in the U.S.	3
Multilingual learners, the arts, and family engagement in our public schools	3
Enrichment, empowerment, and emancipation: Chinese and Latinx immigrant parental investment in U.S. bilingual education	3
Self-concept in first grade and academic performance trajectories: roles of gender and dual-language immersion versus English-medium program enrollment	3
Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy	3