OOIR: Observatory of International Research

Papers

(The TQCC of Linguistics and Education is 5. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Graphical models for narrative texts: Reflecting and reshaping curriculum demands for Swedish primary school	72
Enacting relationships through dialogic storytelling	37
Different as deficient: Challenging the language of difference in constructions of Marshallese and other minoritized students	35
Disciplinary content and text structures communicated in the classroom – pathways in science lessons	34
On the necessity (and insufficiency) of ethnographic perspectives: Towards an inter-scalar approach to research on “academic language”	31
Editorial Board	23
Commentary: Understanding Emotions in EMI Institutions through Attending to Context, History, and Ideology	22
Encouraging translanguaging in collaborative talk in EFL classrooms: An epistemic network comparative study	21
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	20
Middle school Arabic-speaking teacher and students engaging in reading, analysis, and evaluation of sources through translanguaging in social studies inquiry	20
Mediated focalisation in video explanations: Implications for the communication of architecture and STEM	18
Editorial Board	17
English learner talk in mainstream classrooms: Examining classroom ecology	17
The relational actor: How teachers in bilingual schools distribute their political agency	17
Editorial Board	17
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
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education	15
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	15
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	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]	14
Navigating the German school system when being perceived as a student ‘with migration background’: Students’ perspectives on linguistic racism	14
Intersectional highlighting in queer immigrants’ English learning through dating: Dominant ideologies, individual agency, and implications for second language education	13
Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide	13
The emotional landscape of English medium instruction (EMI) in higher education	12
Presence of Spanish in a Hispanic-Serving Institution on the Southwestern US Border: Towards Better Serving Underrepresented Students	12

Playing with identities: Negotiating coauthorship and role-playing interactions across game and metagame talk	12
“Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction	12
Talking about race and racism: The developing discourse practices of elementary students	12
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials	11
Editorial Board	11
Translanguaging: Conceptual underpinnings of equity-oriented instructional and assessment practices with adolescent multilingual learners	11
Latine emergent bilinguals’ translanguaging in family literacy practices in Texas	10
What made primary English education in Japan different from the global trend? A policy process analysis	10
Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university’s policies or constructing knowledge?	10
Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design	9
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective	9
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks	9
Learning to write or writing to resist? A primary school child's response to a family writing intervention	9
‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers	9
Creating a safe house for active literary book-group discussions in a contact zone classroom	9
Voicing decolonial dialogues: Indigenous teachers’ translanguaging in the mainstream classroom	9
Students’ unsolicited initiations in a science classroom as displays of competence	9
Monolingual content-area teacher candidates’ identity work in an online teacher education course	8
Translanguaging: Process and power in education	8
The development of educational policy positioning on multilingualism in the Federal Republic of Germany - Contradictory approaches towards ‘foreign’ and ‘heritage’ languages	8
Toward a theory of transgressive classroom language	8
A multimodal analysis of character-character interaction in LGTB picture books and its educational implications	8
Language learners’ linguistic investment in ideologically framed language institutes: Forms of capital, ideology, and identity	8
Language policy on the ground in Norwegian kindergartens	8
“In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children.	8
Ideological becoming through study abroad: Multilingual Japanese students in Turkey	8
Thorny issues with academic language: A perspective from scientific practice	7
Two voices, one paper: Using storywork to reassess the impact of academic language on “English Learners” in Alaska	7
Language visibility in multilingual schools: An empirical study of schoolscapes from India	7
“Can we stop cleaning the house and make some food, Mum?”: A critical investigation of gender representation in China's English textbooks	7
Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities	7
Pedagogical variations of critical literacies practices in a secondary transnational education program	7
Exploring child agency and positioning in mother-child homework dynamics: Learning to write the five-paragraph essay	7
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives	6
Embodiment in action: Engaging with the doing and be(com)ing	6
“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education	6
Reflexive expertise and channel reconfiguration	6
Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification	6
Ideologies of poverty and implications for decision-making with families during home visits	6
The effects of multilingual pedagogies on language awareness: A longitudinal analysis of students’ language portraits	6
Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory	6
Silence(ing) across learning spaces: New considerations for educational research aims and rationale	6
Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk	6
Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue	6
Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context	6
Teaching students from refugee backgrounds: The link between language ideologies and policy appropriation	6
Editorial Board	6
Tale of textbooks: A critical discourse analysis of gender representation in Pakistani elementary English language textbooks	6
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education	6
Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching	6

Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text	5
Co-constructing and negotiating knowledge propositions in social studies discussion: Exploring an SFL-based framework for close analysis of discourse moves	5
Detecting the factors affecting classroom dialogue quality	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	5
Introduction to special issue: Researching language teaching, learning and policy in refugee resettlement contexts in the United States	5
Translanguaging in second language writing processes	5
Pre-service teachers’ hinting practices in managing responses in a microteaching context	5
Language teacher candidates’ representation of Türkiye's East and West: A critical discourse analysis of online discussions in a telecollaboration	5
Early childhood educators’ viewpoints on linguistic and cultural diversity: A Q methodology analysis	5
Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary	5
Re-thinking inspiration as in-betweens in arts-integrated literacy practices	5
Now you see me, now you don't: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging	5
Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis	5
Linguistic reasoning for secondary school students: The case of identifying syntactic functions in L1 grammar education	5
Peer involvement in dealing with teacher's insufficient response to student initiatives	5
Constructing identities of disability in narratives about high school	5
Collective memorying of kindergarten through the logic of children	5
Inclusion of home languages during early childhood instructional conversations	5
Caring is pedagogy: Foreign language teachers’ emotion labor in crisis	5
Examining silenc(ing) in literature discussion groups	5
Support use in Chinese writers’ English argumentative models: Status and linguistic subjectivity	5
Linguistic shaming and emotional labour: English medium of instruction (EMI) policy enactments in Kiribati higher education	5