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 2021-05-01 to 2025-05-01.)

Article	Citations
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	30
Voices heard. Autobiographical accounts of language learning after forced migration	25
Beliefs about multimodality with English learners and their peers in the content areas: A mixed methods study of pre-service teachers	23
The Minority Language as a Second Language: Challenges and Achievements	20
Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning	17
Children as language inquirers: Developing working theories through acts of inquiry	17
Linguistic complexity of elementary mathematics word problems and their translations	17
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia	17
Monolingual school websites as barriers to parent engagement	16
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms	14
Student voice and teacher agency: storytelling in letters of recommendation for college admissions	14
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students	14
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy	12
An investigation of teachers’ narrated and enacted identities in second language writing education	12
Syncretic literacy practices among Arab heritage students in Denmark	12
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,	12
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia	12
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	12
Laughter and classroom boundaries	11
Afterword: The multilingual turn in language teacher education	11
Navigating controversial discussions: the role of talk moves in dialogic teaching	11
Re- Exploring translanguaging in teacher education	10
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	10
Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course	9
Language teacher education in diversity – a consideration of the mediating role of languages and cultures in student learning	9

‘Now you’ve said it, it’s like a big light bulb!’: enacting post observation feedback suggestions	9
Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education	9
Doing enactment within the logics of policy privatisation: how inclusion policy can be interpreted and translated for English as an Additional Language/Dialect (EAL/D) students	9
Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs	9
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue	7
Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada	7
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	7
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages	7
Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL	7
Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education	7
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad	6
Extensive viewing of children’s entertainment and the potential for incidental learning of early years reading vocabulary: a corpus study	6
Narrative inquiry in language teaching and learning research	6
A response to Brown	6
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments	6
Implementation of assessment reform: insights from minority language provision	6
Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences	6
Researching English medium higher education: diverse applications and critical evaluations of the ROAD-MAPPING framework	6
Translanguaging to scaffold students’ participation in a linguistically and culturally diverse tertiary classroom in Taiwan	6
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	6
Translanguaging and English as a Lingua Franca in the Plurilingual Classroom	6
Language, Learning, and Disability in the Education of Young Bilingual Children *Language, learning, and disability in the education of young bilingual children*	5
“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program	5
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis	5
“I understand one hundred and twenty percent”: explicit claims of understanding in L2 teacher feedback	5
Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students	5
Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs	5
Enhancing bilingual learners’ Chinese learning: which type of home support is effective?	5
Enhancing multilingual participation in science practices through language scaffolding	5
Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions	5
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	5
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden	5
Translanguaging in science education: towards a new approach to mother tongue education in Africa	5
Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives	4
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	4
‘I believe I was able to help…’ preprofessionals’ positionings in reflective writing	4
Exploring student motivation and engagement in EMI: a latent profile analysis	4
The emotional rollercoaster of language teaching	4
Conversations on bilingualism	4
Multilingual tasks as a springboard for transversal practice: teachers’ decisions and dilemmas in a Functional Multilingual Learning approach	4
Making language visible in the university: English for academic purposes and internationalisation	4
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	4
It “bendy dis one”: recognising and building upon Australian Aboriginal students’ linguistic repertoires as educational resources	4
Productive classroom dialogue and its association with student achievement in knowledge-building environments	4
Variables influencing ESL teacher candidates’ language ideologies	4
Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions	4
‘Walking out from the flat’: pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad	4
Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK	3
‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging	3
Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective	3

Whole school change for literacy teaching and learning: purposes and processes	3
“The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe	3
A different difference in teacher education: posthuman and decolonizing perspectives	3
Creating more opportunities through multimodal literacy and positioning in online and in-person Chinese heritage language classrooms	3
Children reading for pleasure in the digital age: mapping reader engagement	3
A monolingual approach in an English primary school: practices and implications	3
The value of knowing: conscious and unconscious writing choices	3
‘English [as a lingua franca ] is absolutely out of question!’ – The struggle between globalization and (neo-)nationalist traditions in Switzerland’s secondary schools	3
Learning to teach science genres and language of science writing: Key change processes in a teacher’s critical SFL praxis	2
Sustaining linguistic heritage: an exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students	2
Reading images for knowledge building: Analyzing infographics in school science	2
Improving English language arts instruction in Indiana dual language bilingual education classrooms	2
Ecolinguistics and environment in education: Language, culture and textual analysis	2
Mapping dialogic space in exploratory, disputational, and cumulative talk: a linguistic analysis	2
‘Ahí fuimos jalando gente’ : transnational Latina mothers’ enactments of navigation and resistance in hyper-gentrified dual-language schools	2
Rethinking linguistic capitals and asset-based language learning: an examination of bilingual Korean-Chinese instruction for international students in South Korea	2
Towards a multimodal dialogic understanding of early writing development in school	2
Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms	2
Biographical perspectives on language ideologies in teacher education	2
What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community	2
Countering English-prioritised monolingual ideologies in content assessment through translanguaging practices in higher education	2
Spatializing literacy-as-events. Literacy in new techno-scholastic environments of lower secondary classrooms	2
Interesting facts: holistic interviews on children’s nonfiction engagement	2
An exploratory study of teachers’ supportive communication during interactive book reading in the classroom	2
Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods	2
Language ideology and order in rising China	2
Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices	2
Review: Educating refugee-background students: Critical issues and dynamic concepts . Edited by Shawna Shapiro, Raichle Farrelly, and Mary Jane Curry, 2018. https://doi.org/10.21832/9781783099986	2
Unlocking CLIL success: exploring the interplay between students’ self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education	1
Pedagogical translanguaging	1
Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey	1
Spatial ideologies on official bilingualism and co-located schools in Finland and South Tyrol, Italy	1
The role of teacher beliefs in teacher learning and practice: implications for meeting the needs of English learners/emergent bilinguals	1
Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices	1
Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education	1
Volitional reading, ‘disturbing’ books, and the transformation of readers	1
Learning about translanguaging in two bilingual teacher preparation programs	1
The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education	1
Threading systemic change for language equity in schools	1
Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers	1
Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway	1
German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration	1
Conceptualisations of ‘good’ writing in the English primary school context	1
Bloomsbury World Englishes volume 2: ideologies , edited by R. Rubdy, R. Tupas, and M. Saraceni. London: Bloomsbury, 2021. pp. xii + 318. ISBN 9781350065840 (hbk): $190. ISBN 9781350065857 (epub): $17	1
Remembering, (re)membering, and re-membering translanguaging bodies: content-area bilingual teacher candidates’ of color embodied memories of translanguaging	1
Development of EMI teacher language awareness: does team teaching help?	1
Book Review – ‘English-Medium Instruction Practices in Higher Education: International Perspectives’	1
Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional Practices	1
An analysis of the forms of teacher-student dialogue that are most productive for learning	1
Linguistic justice: black language, literacy, identity, and pedagogy	1
‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education	1
First and second language sentence repetition: a screening measure for dual language learners?	1
‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education	1
Multimodal conversation analysis and interpretative phenomenological analysis: A methodological framework for researching translanguaging in multilingual classrooms	1
Asian American youth co-designing heritage language workshops for immigrant families: a community-based participatory research study	1
The shaping of an idea as temporal, multimodal, and collaborative activity: exploring how students develop a board game in L1	1
Introduction: researching multilingually to rethink EMI policy and practices	1
Introduction: Towards a multilingual turn in teacher professionalization	1
New perspectives on material mediation in language learner pedagogy	1
Multilingual learners’ literacy identities: ideology and local enactment of a language-restrictive alternative instructional program	1
Exploring the professional identity and agency of student teachers in multilingual classrooms	1