Language and Education

Papers
(The H4-Index of Language and Education is 17. 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 2022-05-01 to 2026-05-01.)
ArticleCitations
Voices heard. Autobiographical accounts of language learning after forced migration52
The Minority Language as a Second Language: Challenges and Achievements35
Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning35
Beliefs about multimodality with English learners and their peers in the content areas: a mixed methods study of pre-service teachers31
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia30
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL29
Linguistic complexity of elementary mathematics word problems and their translations29
Language and social justice: An introduction to linguistic activism24
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms22
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students22
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy21
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,21
Rethinking Language Education in the Age of Generative AI20
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia20
Effects of students’ perceived linguistic competence on 7 th -grade science learning outcomes: engagement profiles as mediators19
An investigation of teachers’ narrated and enacted identities in second language writing education19
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education17
The exclamation mark in children’s writing17
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