OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Multilingual and Multicultural Development is 28. 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 2022-06-01 to 2026-06-01.)

Article	Citations
A netnographic study of translanguaging in multilingual game localisation	185
Minority language testing: the social impact of the Zhuang language proficiency test in China	101
‘Sank you’ or ‘thank you’? Negotiating epistemic authority and communicative enoughness among international students in a Chinese EMI programme	96
Multilingualism in higher education: (What) do European university alliances deliver?	96
Chinese Signs: An Introduction to China’s Linguistic Landscape	95
Navigating EMI learning through note-taking in higher education	92
Narrating translingual teacher cognition: theorising the knowledge base of teaching Chinese as a first and second language in Hong Kong schools	81
A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings	77
Hearing parents as sign language learners: describing and evaluating the ASL skills of parents learning ASL with their deaf children	67
Essential Mapuche knowledge for an effective intercultural school education: perspectives of traditional educators	51
Grit as the predictor of flow and buoyancy among Duolingo multiple language learners: the mediating roles of perceived competence and competitiveness	51
Multilingual variation and commodification: to go in the German semiotic landscape	46
Change and continuity in our post-pandemic techno-social lives	45
Towards a comprehensive effectiveness scale for university students’ perception of English medium instruction in Vietnam and Taiwan: an importance-performance analysis	43
The joy of reading – Emirati fathers’ insights into shared reading with young children in a multilingual context	41
Necessary and sufficient conditions for social science undergraduates’ academic success in English medium instruction settings: a crisp set qualitative comparative analysis	40
Exploring transformative intercultural engagement in Australian higher education: insights from educators in Chinese studies	36
A new look at language mindset, achievement goals and L2 emotions: the case of Chinese university students	34
Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement	33
Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study	32
Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language	32
Language choices in parent-child interactions in Maghreb and Turkish immigrant families, a study in five European countries	32
Linguistic (in)security in the ancestral homeland: sociocultural reintegration of transnational return migrants in Türkiye	32
Narratives of sacrifice and aspiration: Turkish middle-class families and educational migration to London	32
Linguistic landscape in the Spanish speaking world	31

One hundred years of Irish language policy, 1922–2022 One hundred years of Irish language policy, 1922–2022 , by John Walsh, Bern and New York, Peter Lang, 2022, Pp. vii	30
Emotionality, spatiality and relationality: deciphering the emotional geographies of Chinese language education in Australia	29
‘Not that We’re not Hard-Working Ourselves, but Germans are the Model’: mediatising Germans as the national other in the video project Easy Languages	29
Language education of immigrant d/Deaf and hard-of-hearing multilingual learners – an interview study	28