OOIR: Observatory of International Research

Papers

(The median citation count of Language and Education is 1. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms: a translanguaging perspective	66
From “academic language” to the “language of ideas”: a disciplinary perspective on using language in K-12 settings	29
An analysis of the forms of teacher-student dialogue that are most productive for learning	21
The promise of Chinese: African international students and linguistic capital in Chinese higher education	20
Culturally sustaining approaches to academic languaging through systemic functional linguistics	18
Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China	15
Parentocracy within meritocracy: parental perspective on lecture-style English private tutoring in Hong Kong	14
A different difference in teacher education: posthuman and decolonizing perspectives	13
Discrimination in the gig economy: the experiences of Black online English teachers	12
Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods	12
Academic language: is this really (functionally) necessary?	11
Engaging English language learners in digital multimodal composing: Pre-service teachers’ perspectives and experiences	11
Agency and feedback-seeking: academic English socialization of L2 students in Hong Kong	11
Empowering learners of English as an additional language: translanguaging with machine translation	10
‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education	10
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	10
Cross-curricular connection in an English Medium Instruction Western History classroom: A translanguaging view	9
Development of EMI teacher language awareness: does team teaching help?	9
‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education	9
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad	9
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution	9
Variables influencing ESL teacher candidates’ language ideologies	7
English medium higher education in Hong Kong: linguistic challenges of local and non-local students	7
Biographical perspectives on language ideologies in teacher education	7
A comparison of content learning outcomes between Japanese and English medium instruction	7

Monolingual school websites as barriers to parent engagement	7
Defining language goals in EMI: vocabulary demand in a high-stakes assessment in Hong Kong	6
Researching EMI policy and practice multilingually: reflections from China and Turkey	6
Expanding participation: supporting newcomer students’ language development through disciplinary practices	6
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis	6
Learning to teach science genres and language of science writing: Key change processes in a teacher’s critical SFL praxis	6
Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers	6
Gender-fair language in English language teaching: insights from teachers in Philippine higher education institutions	6
To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context	6
Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan	6
The reasons why parents choose to transfer students with special educational needs from Irish immersion education	6
Above the law? The democratic implications of setting ground rules for dialogue	6
What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community	6
EMI in Moroccan high schools: multilingualism or multiple monolingualisms, ambivalent linguistic identities, and language use	5
Lecturers’ use of examples in online university English-medium instruction: A micro-analytic classroom interaction and knowledge-building perspective	5
Equitable education and the language ideological work of academic language (Introduction to special issue on academic language)	5
Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective	5
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	5
Fostering affective engagement in Chinese language learning: A Bernsteinian account	5
Language teacher education in diversity – a consideration of the mediating role of languages and cultures in student learning	5
‘If you have the freedom, you don’t need to even think hard’ – considerations in designing for student agency through digital multimodal composing in the language classroom	5
Threading systemic change for language equity in schools	4
Supportive primary teacher beliefs towards multilingualism through teacher training and professional practice	4
Art, affect, and the production of pedagogy in newcomer language classrooms	4
Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms	4
‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging	4
Language considerations in refugee education: languages for opportunity, connection, and roots	4
Talking about talk: tutor and student expectations of oracy skills in higher education	4
Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction	4
A monolingual approach in an English primary school: practices and implications	4
To integrate a language focus in a linguistically diverse physics classroom	4
Trans-speakerism: a trioethnographic exploration into diversity, equity, and inclusion in language education	4
Exploring the professional identity and agency of student teachers in multilingual classrooms	3
Finding spaces for all languages. Teacher educators’ perspectives on multilingualism	3
Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives	3
A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school	3
Children as language inquirers: Developing working theories through acts of inquiry	3
‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19	3
Translanguaging in teacher education: engaging preservice teachers in culturally and linguistically sustaining pedagogies	3
Exploring student motivation and engagement in EMI: a latent profile analysis	3
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	3
Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses	3
Teaching Arabic as a heritage language	3
Second language acquiescence of multilingual students in Tanzania	3
Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway	3
Multilingual tasks as a springboard for transversal practice: teachers’ decisions and dilemmas in a Functional Multilingual Learning approach	3
Critical SFL praxis in teacher education: Looking backward and looking forward (Introduction to special issue on Systemic Functional Linguistics as Critical Praxis in Teacher Education: Looking Backwa	3
Teacher education for diversity: afterword	3
English learner education and teacher preparation in the U.S.: an interpretive language education policy analysis	2
Introduction: Towards a multilingual turn in teacher professionalization	2

Improving English language arts instruction in Indiana dual language bilingual education classrooms	2
Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL	2
‘Hidden in My lunch box’: Chinese American heritage language learners’ racialized and embodied identities	2
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium	2
Re- Exploring translanguaging in teacher education	2
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	2
The intersections of culturally sustaining pedagogies and systemic functional linguistics: affordances for the education of multilingual learners	2
Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners	2
The value of knowing: conscious and unconscious writing choices	2
Participation in bilingual education programs as a key factor to linguistic success: the Spanish case	2
Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations	2
Unlocking CLIL success: exploring the interplay between students’ self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education	2
Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions	2
Afterword: The multilingual turn in language teacher education	2
‘I found comfort in Spanglish:’ translanguaging and the linguistic experiences of bilingual teacher candidates in rural California	2
Countering English-prioritised monolingual ideologies in content assessment through translanguaging practices in higher education	2
Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives	2
Bringing plurilingual strategies into linguistically diverse classrooms: Affordances of digital multimodal composing	2
Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education	2
Between multilingual ethos and English pathos: how do multilingual scholars navigate international academia?	2
English as an additional language: a close-to-practice view of teacher professional knowledge and professionalism	2
Axiological constellations in literary response writing: Critical SFL praxis in an ELA classroom	1
Interesting facts: holistic interviews on children’s nonfiction engagement	1
‘Yes, but you were born in France’: practiced language policies with culturally and linguistically diverse students in an elementary classroom in France	1
Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools	1
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages	1
Language-related episodes in EMI: Types and the effects on students’ vocabulary development	1
Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education	1
Science and language education: emergent bilinguals engage in modeling, explanation and argumentation for sense-making	1
‘Translanguaging reminds me to stay humble’: impact of teacher candidates’ pedagogical knowledge of translanguaging on professional identities	1
Sharing is caring: young people’s narratives about BookTok and volitional reading	1
Identifying professional dissonance: teacher learning in job-embedded contexts and English-learner (EL)-focused teacher leadership	1
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia	1
Attitudes towards mother tongue education in Manipur, Northeast India	1
CLIL students’ production of cognitive discourse functions: Comparing Finnish and Spanish contexts	1
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	1
Whole school change for literacy teaching and learning: purposes and processes	1
What Makes adolescents want to read? Examining adolescents’ contemporary print and new media (fiction) leisure reading through mobile ethnography	1
Translenguaje y El Arte en Unión: fostering pre-service teachers’ languaging and multiliteracies through bilingual community art gallery lessons	1
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	1
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	1
Zones of proximal boredom: Vygotsky’s ZPD and modality, abstraction, and explicit themes in Korean from four to seven	1
Voices heard. Autobiographical accounts of language learning after forced migration	1
Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices	1
The value of Bama-saga: minorities within minorities’ views in Shan and Rakhine States	1
‘I want to settle down in China’: Charlie’s (dis)investments in Chinese and identity negotiation across times and spaces	1
Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK	1
Teaching higher-order thinking skills to multilingual students in elementary classrooms	1
First and second language sentence repetition: a screening measure for dual language learners?	1
Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space	1
What is visible and invisible: the portrayal of dual language programs on school websites	1
Hypothetical reported speech as pedagogical practice in multilingual classrooms in India	1
We enjoy doing reading together: finding potential in affective encounters with people and things for sustaining volitional reading	1
‘You can be fluent in English but empty-headed’ Language ideologies underlying Namibian primary school teachers’ beliefs	1
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	1