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 2020-04-01 to 2024-04-01.)

Article	Citations
Negotiating language use and norms in intercultural communication: Multilingual university students’ scaling practices in translocal space	23
Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China	20
Multimodality in the English language classroom: A systematic review of literature	19
The text is reading you: teaching language in the age of the algorithm	18
Context design and critical language/media awareness: Implications for a social digital literacies education	14
Student-initiated multi-unit questions in EMI classrooms	13
Teacher response pursuits in whole class post-task discussions	13
Discourses on encountering multilingual learners in Finnish schools	12
Third position repair for resolving troubles in understanding teacher instructions	12
Teacher questions in English medium instruction classrooms in a Turkish higher education setting	12
Unspoken dialogues between educational and family language policies: Language policy beyond legislations	11
Hand-on-shoulder touch as a resource for constructing a pedagogically relevant participation framework	11
‘Say can I borrow it’: Teachers and children managing peer conflict in a Japanese preschool	11
Educators’ beliefs about English and languages beyond English: From ideology to ontology and back again	11
Triadic conflict mediation as socialization into perspective taking in Swedish preschools	10
Dialogue, erasure and spontaneous comments during textual composition: What students' metalinguistic talk reveals about newly-literate writers’ understanding of revision	10
Relocalization in digital language practices of university students in Asian peripheries: Critical awareness in a language classroom	10
Digital punctuation as an interactional resource: the message-final period among German adolescents	10
(Re)Imagining a translingual self: Shifting one monolingual teacher candidate's language lens	10
Mode-switching in video-mediated interaction: Integrating linguistic phenomena into multimodal transcription tasks	10
Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic	9
A comparative analysis of cultural representations in collegiate world language textbooks (Arabic, French, and German)	9
Commentary: Digital language and learning in the time of coronavirus	9
How teachers use prosody to guide students towards an adequate answer	9
Fixed and flexible, correct and wise: A case of genre-based content-area writing	9

Designing stories on social media: A corpus-assisted critical perspective on the mismatches of story-curation	8
Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S.	8
Sites of belonging: Fluctuating and entangled emotions at a UAE English-medium university	8
Student-initiated language learning sequences in a real-world digital environment	8
Subtle Islamization of teacher education: A critical discourse analysis of Turkey's “inclusive” education initiative for refugee integration	8
The interconnections among metadiscourse, metalanguage, and metacognition: Manifestation and application in classroom discourse	8
Examining raciolinguistic struggles in institutional settings: A duoethnography	8
Stilettoed Damsels in Distress: the (un)changing depictions of gender in a business English textbook	8
Peer conflict and language socialization in preschool: Introduction to special issue	7
Caring is pedagogy: Foreign language teachers’ emotion labor in crisis	7
Using a language socialization framework to explore Chinese Students’ L2 Reticence in English language learning	7
Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant	7
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers	7
‘Llegando a secundaria les ha dado amnesia…ya no quieren hablar’: Indigenous speakerhood socialization and the creation of language deniers in Quechua education	7
Language and meaning making: Register choices in seventh- and ninth-grade students' factual writing	7
The politics of plurilingualism: Immersion, translanguaging, and school autonomy in Catalonia	7
Emotion and imagination in English-medium instruction programs: Illuminating its dark side through Nepali students’ narratives	7
A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities	7
Willingness to communicate/participate’ in action: A case study of changes in a recipient's practices in an L2 book club	7
The secret multimodal life of IREs: Looking more closely at representational gestures in a familiar questioning sequence	7
Complaining for rapport building: Troubles talk in a preservice language teacher online video exchange	7
“Be friends with all the children”: Friendship, group membership, and conflict management in a Russian preschool	6
Peer involvement in dealing with teacher's insufficient response to student initiatives	6
Moving out of the here and now: An examination of frame shifts during microteaching	6
The co-construction of competence: Trusting autistic children's abilities in interactions with peers and teachers	6
“We are the mayas”: Indigenous language revitalization, identification, and postcolonialism in the Yucatan, Mexico	6
Culturally sustaining systemic functional linguistics: Towards an explicitly anti-racist and anti-colonial languaging and literacy pedagogy	6
Investigating digital language/media practices, awareness, and pedagogy: Introduction	6
Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk	6
Teachers’ narratives of resistance to Madrid's bilingual programme: An exploratory study in secondary education	5
Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel	5
The Geosemiotics of a Thai University: The narratives embedded in schoolscapes	5
Reference to a shared past event in primary school setting	5
Teachers’ beliefs and practices with respect to translanguaging university mathematics in Iraq	5
Empowering students’ writing through a more useful metalanguage: A language-based approach to high school English language arts	5
The interactional construction of the academic reader in writing tutorials for international students: An advice-giving resource	5
Discourse and educational functions of students’ and teachers’ code-switching in EFL classrooms in Turkey	5
“We observed that the magnetic field is stronger than gravity”: Exploring linguistically diverse fourth-grade students’ written explanations in science notebooks	5
“No more Korean at Home.” Family language policies, language practices, and challenges in Korean immigrant families: Intragroup diversities and intergenerational impacts	4
The discourse of ESL advocacy in a simulated environment	4
Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education	4
“Finally, I told my professor I was pregnant.” Becoming new mothers as international graduate students	4
Transworlding and translanguaging: Negotiating and resisting monoglossic language ideologies, policies, and pedagogies	4
Es un mal castellano cuando decimos ‘su’: Language instruction, raciolinguistic ideologies and study abroad in Peru	4
Student talk as a resource: Integrating conflicting agendas in math tutoring sessions	4
Reading metaphor: Symbolising, connoting and abducing meanings	4
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	4
“It was that Trolle thing” Negotiating history in Grade 6: A matter of teachers’ text choice	4
Building on the work of teachers: Augmenting a functional lens to a teacher-generated framework for describing the instructional practices of responding	4
The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism	4

Academic writing, scholarly identity, voice and the benefits and challenges of multilingualism: Reflections from Norwegian doctoral researchers in teacher education	4
Student-to-student hand-on-shoulder touch as an embodied response to reproach and critical teacher evaluation	4
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education	4
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	4
Alex, the toolmaker: Tool-and-result activity in the L2 learning context	4
Eliciting student participation in synchronous online L2 lessons: The use of oral and written DIUs	4
“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history	4
Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis	4
Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings	4
Understanding Korean-American first-graders’ written translanguaging practices	4
“We are in Cyprus, we have to use our language, don't we?” Pupils’ and their parents’ attitudes towards two proximal linguistic varieties	4
Emergence of divergent L2 feelings through the co-adapted social context of online chat	4
The professional identity of Iranian young-learner teachers of English: A narrative inquiry	4
Shaping spaces: Teachers’ orchestration of metatalk about written text	4
Into the void of discourse	4