OOIR: Observatory of International Research

Papers

(The TQCC of International Multilingual Research Journal 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
Toward critical inquiry: using trauma-informed-principles to highlight teacher (mis)understanding of linguistic funds of knowledge	39
Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom	21
Language, culture, and race: an AsianCrit perspective on newcomer Chinese transnational adolescents’ navigation of intersectional discourses in Canadian schools	17
Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey	14
Translanguaging: a pedagogical concept that went wandering	11
School leadership envisions sociocultural competence: a case study of one private dual language bilingual education school in Central America	11
The decision to publish in a minority language: the case of the Basque language	11
The impact of linguistic background on the nature of classroom dyadic interactions: evidence from L2 and L3 learners of English as a foreign language	11
“What are you doing to us?!”: mediating English-only policies to sustain a bilingual education program	9
“Can I speak that यहाँ पे (here)?”: Emergent bilinguals navigating intersectional inequities with relational multimodal multilingual practices in elementary school	8
Multilingual students’ linguistic repertoires as a resource: a case study of assessments in journalism studies	7
Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia	7
“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	7
The affordances of plurilingual speaking games for recognizing, using, and developing plurilingual competences of children and pre-service teachers	7
Intersecting ideologies: a case study of teachers’ language beliefs and practices with trilingual students	6
CLIL and SIOP: an effective partnership?	6
The design of mathematics testing accommodations for second language learners: semiotic exchangeability of translation and illustration pop-up glossaries in computer-administered tests	6
The potential of intersectional and reciprocal approaches in the education of newcomer students	5
Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development	5
Identity construction on shop signs in Singapore’s Chinatown: a study of linguistic choices by Chinese Singaporeans and New Chinese immigrants	5
Cultivating a critical translanguaging space in dual language bilingual education	5
Plugging in translanguaging: thinking across theory for methodological innovation in English learner and multilingual education	5
Transgressive translanguaging: theorizing the corriente	4
Mother-tongue-mediated teaching and learning in primary education in Mali: exploring the policy-action maze through a translanguaging pedagogy perspective	4
Moving away from the 4-hour block: Arizona’s distinctive path to reversing its restrictive language policies	4

Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom