Linguistics and Education

Article	Citations
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study	49
Enacting relationships through dialogic storytelling	37
Disciplinary content and text structures communicated in the classroom – pathways in science lessons	33
Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school	32
Editorial Board	32
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students	29
Use of non‐situational identities in teacher‐student interaction	21
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”	21
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology	20
The collective classroom “we”: The role of students’ sense of belonging on their affective, cognitive, and discourse experiences of online and face-to-face discussions	19
Middle school Arabic-speaking teacher and students engaging in reading, analysis, and evaluation of sources through translanguaging in social studies inquiry	18
Editorial Board	17
Editorial Board	17
Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism	16
The relational actor: How teachers in bilingual schools distribute their political agency	16
Teacher's and students’ use of gestures and home-language during classroom-talk to elicit a shared understanding of structure in figural patterns: A case study in a multilingual mathematics classroom	15
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM	15
English learner talk in mainstream classrooms: Examining classroom ecology	15
Moving out of the here and now: An examination of frame shifts during microteaching	14
Corrigendum to “The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials” [Linguistics and Education 83 (2024) 101311]	13
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education	13
Commentary for the Special Issue on Equity and Methodological Advancements to Transform Academic Discourse Teaching and Research. Finding Common Ground: The path forward for building teacher and stude	13
Teacher questions in English medium instruction classrooms in a Turkish higher education setting	12
Patterns of approximation: Writing practices of heritage Spanish-speaking pre-service teachers in Texas and how this can help in preparation for the bilingual target language proficiency test	12
Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide	11

Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education	11
Editorial Board	10
Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk	10
The emotional landscape of English medium instruction (EMI) in higher education	10
Editorial Board	10
“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction	10
Talking about race and racism: The developing discourse practices of elementary students	9
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials	9
Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners	9
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas	9
Presence of Spanish in a Hispanic-Serving Institution on the Southwestern US Border: Towards Better Serving Underrepresented Students	9
Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?	9
What made primary English education in Japan different from the global trend? A policy process analysis	9
Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China	9
Creating a safe house for active literary book-group discussions in a contact zone classroom	8
Translanguaging: Process and power in education	8
Understanding Korean-American first-graders’ written translanguaging practices	8
Learning to write or writing to resist? A primary school child's response to a family writing intervention	8
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective	8
Monolingual content-area teacher candidates’ identity work in an online teacher education course	8
Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design	8
Students’ unsolicited initiations in a science classroom as displays of competence	8
Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom	8
Language policy on the ground in Norwegian kindergartens	7
Toward a theory of transgressive classroom language	7
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers	7
Thorny issues with academic language: A perspective from scientific practice	7
Ideological becoming through study abroad: Multilingual Japanese students in Turkey	7
The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages	7
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.	7
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks	7
Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks	6
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity	6
Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities	6
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay	6
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education	6
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives	6
Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk	6
Pedagogical variations of critical literacies practices in a secondary transnational education program	6
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications	6
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska	6
Going from oral to written discourse: Norwegian students’ grammatical challenges when writing persuasive texts	6
Silence(ing) across learning spaces: New considerations for educational research aims and rationale	6
Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification	6
Reflexive expertise and channel reconfiguration	6
Language visibility in multilingual schools: An empirical study of schoolscapes from India	6
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	6
Student-to-student hand-on-shoulder touch as an embodied response to reproach and critical teacher evaluation	6
The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits	6
Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue	6

Ideologies of poverty and implications for decision-making with families during home visits	5
Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching	5
Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory	5
Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education	5
Editorial Board	5
Teaching students from refugee backgrounds: The link between language ideologies and policy appropriation	5
Peer involvement in dealing with teacher's insufficient response to student initiatives	5
Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration	5
“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education	5
Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context	5
Embodiment in action: Engaging with the doing and be(com)ing	5
Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text	5
Pre-service teachers’ hinting practices in managing responses in a microteaching context	5
Corrigendum to “Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad” [Lin	4
Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis	4
Translanguaging in second language writing processes	4
Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging	4
Introduction to special issue: Researching language teaching, learning and policy in refugee resettlement contexts in the United States	4
Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022	4
In the wild? Evaluating the authenticity of conversation openings and closings in EFL/ESL textbooks	4
Inclusion of home languages during early childhood instructional conversations	4
Reading about geography and race in the rural rustbelt: Mobilizing dis/affiliation as a practice of whiteness	4
Detecting the factors affecting classroom dialogue quality	4
Caring is pedagogy: Foreign language teachers’ emotion labor in crisis	4
Support use in Chinese writers’ English argumentative models: Status and linguistic subjectivity	4
Examining silenc(ing) in literature discussion groups	4
Decolonizing English Academic Writing education through translingual practices	4
Frequency and framing keywords in EMI: A comparison of two lecturers	4
Demonstrating active listenership through collaborative turn completion to display epistemic access in multi-party interactions	4
You don’t need to prove yourself: A raciolinguistic perspective on Chinese international students’ academic language anxiety and ChatGPT use	4
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary	4
Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves	4
Constructing identities of disability in narratives about high school	4
Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis	4
Collective memorying of kindergarten through the logic of children	4
Editorial Board	4
From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections	4
Re-thinking inspiration as in-betweens in arts-integrated literacy practices	4
Editorial Board	3
“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history	3
Attitudes and ideologies of deaf signers toward American Sign Language structure	3
Editorial Board	3
Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame	3
“Be a better version of you!”: A corpus-driven critical discourse analysis of MOOC platforms' marketing communication	3
Hosting collectivity: ‘We’ as a person reference in interactional reflective practice in peer observation sessions	3
Navigating the emotional stickiness of belonging through scaling: A black American woman teacher's experiences in the context of teaching English abroad in Korea	3
Building word knowledge through integrated vocabulary explanations in ESL tutorials	3
Oral placement tests at an English language school: ‘Fifth position post-expansions’ creating affordances for additional displays of interactional competence and other beneficial activities	3
Changes in orientations among pre-service EFL teachers’ correction practices: From teaching materials to underlying knowledge structures	3
Editorial Board	3
An exploration of Taiwanese multilingual students’ linguistic identities	3
Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher	3
How refugee background writers develop English proficiency: Focused coding results of a constructivist grounded theory study	3
Multimodality in the English language classroom: A systematic review of literature	3
Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration	3
Reconceptualizing literacy and disrupting Whiteness: Multiliteracies autobiographies in teacher education	3
Evolution of English language education policies in the Chinese mainland in the 21st century: A corpus-based analysis of official language policy documents	3
Linguistics and Education Article Collection. Introduction: Tracing themes in the evolution of the academic language construct	3
Developing practices for first-time encounters: Pursuing mutual understanding and relational achievement in conversations-for-learning	3
Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education	3
Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective	3
Editorial Board	3
Professional vision in the multilingual classroom	3
“I like how you begin…” Compliment or feedback? TEs’ subjective positive assessments of student teachers’ microteaching	3
The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism	3
Alternative futures of English language education in Iran in the era of globalization	3
Digital social reading: Exploring multilingual graduate students’ academic discourse socialization in online platforms	3
Critical interactional strategies for selecting candidate translations in online translation tools in collaborative EFL writing tasks	3
Gender-inclusive picture books in the classroom: A multimodal analysis of male subjective agencies	3
Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations	3
Story-closing in PhD supervisory feedback: A conversation analytical study	3
Exploring the relationship between Pre-service Teachers’ Language biographical experiences and their prospective teaching in linguistically diverse classrooms	3
Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism	2
(Mis)Guided interpersonal deictic choices in primary school writing under language assessment	2
Language learning made short and sweet? Exploring student perceptions of microcelebrity teacher reels on Instagram	2
Implementing explicit and implicit narrative instruction in preschool: Insights from a language intervention study	2
From frustration to fascination: Discourse analysis as writing feedback for multilingual learners	2
Negotiating revision: Engagement markers in author responses to peer review	2
‘They speak Arabic to make teachers angry’: High-school teachers’ (de)legitimization of heritage languages in Catalonia	2
Exploring a linguistic orientation to facilitating refugee-background youth's meaning-making with texts: A self-study	2

Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks	2
Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S.	2
Altruistic capital and refugee-background youth: Creating educational counter-stories and opportunities	2
Teacher contingency in the Chinese immersion classroom of young learners: A translanguaging perspective	2
Gender-Inclusive Textisms: How Spanish-speaking educational communities promote linguistic innovations on twitter	2
Arabic language tutors’ beliefs on including regional varieties in undergraduate degree courses in England	2
Editorial Board	2
Whiteness as the standard: Shifting ideologies, race, and social context	2
Language learning, gender and education: Understanding the agency and affordances of refugee-background women with emergent literacy	2
Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students.	2
Linguistic justice: Addressing linguistic variation of black children in teaching and learning	2
Into the void of discourse	2
Silence as absence, silence as presence: A discourse analysis of English language arts teachers’ descriptions of classroom silences	2
Beyond individual language brokering: Family literacy brokering	2
Translanguaging practices in the EFL classroom - the Polish context	2
That word “abuse” is a big problem for us: South Sudanese parents’ positioning and agency vis-à-vis parenting conflicts in Australia	2
Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice	2
Editorial Board	2
Hierarchies of home language proficiency in the linguistically diverse primary school classroom: Personal, social and contextual positioning	2
A (dis)play on words: Emergent bilingual students’ use of verbal jocularity as a channel of the translanguaging corriente	2
Displaying double-voiced expertise in a ‘difficult’ class	2
Introduction: Transnational and translingual social practices at schools. Discourse and practice in science, politics and education	2
Critical literacy in an indigenous elementary EFL classroom	2
‘Once you step out of the school, it’s different’: How disparities between schoolscapes and publicscapes shape students’ language attitudes and practices in the Yi Autonomy Prefecture	2
Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms	2
Exploring third-grade students’ historical distancing strategies throughout an inquiry on African American history	2
Meanings and metaphors: What do they tell us about silence?	2
On authentic questions in academic writing tutorials: Epistemic authority and the co-construction of knowledge	2
Engaging with readers: Students’ metalinguistic understanding of the use of pronouns in building reader-writer relationships	2
Homework in a bi-national family: The mobilisation of others in resolving language-related epistemic issues	2
Editorial Board	2
Personas of plagiarism: The construction of the ‘plagiarist’ in Australian university subreddits	2