OOIR: Observatory of International Research

Papers

(The TQCC of Linguistics 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 2021-02-01 to 2025-02-01.)

Article	Citations
Language policy on the ground in Norwegian kindergartens	33
Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students.	22
Toward a theory of transgressive classroom language	20
Reading about geography and race in the rural rustbelt: Mobilizing dis/affiliation as a practice of whiteness	16
“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program	16
Silence as absence, silence as presence: A discourse analysis of English language arts teachers’ descriptions of classroom silences	15
“They enjoyed little political power:” Representations of immigrant experience in an 11th-grade U.S. history textbook	13
Reading metaphor: Symbolising, connoting and abducing meanings	13
Into the void of discourse	12
An EAP instructor's perceptions of and engagement in dialogic scaffolding	12
Exploring third-grade students’ historical distancing strategies throughout an inquiry on African American history	12
Linguistic Othering and “knowledge deserts”: Perspectives on Arabic use in linguistically diverse Islamic institutions	11
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students	11
Negotiating collaborative and inclusive practices in university students’ group-to-group videoconferencing sessions	11
The “grammar school pressure”: From tolerance to distance, to rejection of ‘Scouse’ in middle-class Merseyside schools	11
Alex, the toolmaker: Tool-and-result activity in the L2 learning context	10
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity	10
Demonstrating active listenership through collaborative turn completion to display epistemic access in multi-party interactions	10
The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages	10
Developing practices for first-time encounters: Pursuing mutual understanding and relational achievement in conversations-for-learning	10
Editorial Board	10
Building word knowledge through integrated vocabulary explanations in ESL tutorials	10
A comparative analysis of cultural representations in collegiate world language textbooks (Arabic, French, and German)	9
Linguistically responsive teaching: A requirement for Finnish primary school teachers	9
Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities	9

Signing up to be tested: The costs of participation in high stakes literacy standardised assessments	9
Culturally sustaining systemic functional linguistics: Towards an explicitly anti-racist and anti-colonial languaging and literacy pedagogy	9
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	9
Language demands of textbooks for learning English in Hong Kong: A multi-stratal analysis	9
How teachers use prosody to guide students towards an adequate answer	8
Epistemic status as an analytic tool: Mapping classroom talk and participation in a middle grades prototyping testing activity	8
Thorny issues with academic language: A perspective from scientific practice	8
“I think they're Hispanic”: Agency and meaning-making in Latinx students’ discussions about text	8
Family literacies during the COVID-19 lockdown: Semiotic assemblages and meaning making at home	8
Beyond individual language brokering: Family literacy brokering	8
Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school	8
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	7
The interconnections among metadiscourse, metalanguage, and metacognition: Manifestation and application in classroom discourse	7
Use of non‐situational identities in teacher‐student interaction	7
Digital punctuation as an interactional resource: the message-final period among German adolescents	7
Enacting relationships through dialogic storytelling	7
Narratives in the classroom: A tale of affordances and missed opportunities	7
Language visibility in multilingual schools: An empirical study of schoolscapes from India	7
Legitimating meritocracy as part of the American Dream through the ritual of commencement speeches	7
A sojourning multilingual family's sense-making in a science museum: A repertoire approach	7
Gender voices in Chinese university students’ English writing: A corpus study	7
Written metalinguistic reflections of 4th graders on scientific explanations: A bridge between conceptual, discursive, and lexicogrammatical dimensions	7
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications	7
Exploring a linguistic orientation to facilitating refugee-background youth's meaning-making with texts: A self-study	7
Surveying the landscape of college teaching about African American Language	6
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.	6
Pedagogical variations of critical literacies practices in a secondary transnational education program	6
Structuring written arguments in primary and secondary school: A systemic functional linguistics perspective	6
Complaining for rapport building: Troubles talk in a preservice language teacher online video exchange	5
Recruiting help in word searches in L2 peer interaction: A multimodal conversation-analytic study	5
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study	5
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”	5
Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism	5
Using the chat function for L2 learning in video-mediated interaction	5
Language learning, gender and education: Understanding the agency and affordances of refugee-background women with emergent literacy	5
Ideological becoming through study abroad: Multilingual Japanese students in Turkey	5
“Everybody has to be with everybody”: Languaging relational and intellectual work with multilingual learners in a science class community	5
Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry	5
Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism	5
Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk	5
Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification	5
Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective	5
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology	5
Disciplinary content and text structures communicated in the classroom – pathways in science lessons	5
Eliciting student participation in synchronous online L2 lessons: The use of oral and written DIUs	5
Undergraduate thesis supervisory conference: Academic discourse socialisation multiple-case study	5
Cultural representation in foreign language textbooks: A scoping review from 2012 to 2022	5
Es un mal castellano cuando decimos ‘su’: Language instruction, raciolinguistic ideologies and study abroad in Peru	5
From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices	4
Nation, alterity and competing discourses: Rethinking textbooks as ideological apparatuses	4

Medical professionals as reflective practitioners: On the language awareness of L2-speaking doctors	4
Reflexive expertise and channel reconfiguration	4
Constructing the 'New Worker-Self': Discursive Strategies in 'English Works!' Program brochures within the Pakistani Education System	4
Meanings and metaphors: What do they tell us about silence?	4
University Students’ Perceptions of Their Lecturer's Use of Evaluative Language in Oral Feedback	4
Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis	4
From linguistic insecurity to confidence: Language emotion and ideology in South Korean study-abroad students’ post-journey reflections	4
Request for permission to Switch to L1: Treatment for unlocatable problems in English medium of instruction classrooms	4
Student writing in higher education: From texts to practices to textual practices	4
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM	4
Editorial Board	4
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	4
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education	4