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 2020-03-01 to 2024-03-01.)

Article	Citations
Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms: a translanguaging perspective	55
Emotional scaffolding for emergent multilingual learners through translanguaging: case stories	28
Academic language and the minoritization of U.S. bilingual Latinx students	27
The emergence of the language of desire toward nonviolent relationships during the dialogic literary gatherings	27
From “academic language” to the “language of ideas”: a disciplinary perspective on using language in K-12 settings	24
SFL praxis in U.S. teacher education: a critical literature review	23
‘Red is the colour of the heart’: making young children’s multilingualism visible through language portraits	18
An analysis of the forms of teacher-student dialogue that are most productive for learning	15
Culturally sustaining approaches to academic languaging through systemic functional linguistics	15
Dialogic education for classroom teaching: a critical review	14
Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China	13
Culturally sustaining systemic functional linguistics praxis in science classrooms	11
Apprenticeship of pre-service teachers through culturally sustaining systemic functional linguistics	11
The promise of Chinese: African international students and linguistic capital in Chinese higher education	11
Critical SFL praxis in teacher education: insights from Australian SFL scholars	10
A different difference in teacher education: posthuman and decolonizing perspectives	10
Parentocracy within meritocracy: parental perspective on lecture-style English private tutoring in Hong Kong	9
Neoliberal multilingualism and “humanitarian connections”: discourses around parents’ experiences with a Mandarin Chinese immersion school	9
‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education	8
Language and identity: an inquiry of church-based U.S. citizenship education for refugee-background Bhutanese adults	8
Negotiating science - building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom	8
Discrimination in the gig economy: the experiences of Black online English teachers	8
“I had the best of both worlds”: transnational sense of belonging-Second-generation Korean Americans’ heritage language learning journey	8
Academic language: is this really (functionally) necessary?	7
The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies	7

Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: a design-based research study	7
Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods	7
Engaging English language learners in digital multimodal composing: Pre-service teachers’ perspectives and experiences	7
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad	7
Cross-curricular connection in an English Medium Instruction Western History classroom: a translanguaging view	6
‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education	6
Each primary school a school-based language policy? The impact of the school context on policy implementation	6
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution	6
What two teachers took up: metalanguage, pedagogy and potentials for long-term change	6
Biographical perspectives on language ideologies in teacher education	6
Learning to teach science genres and language of science writing: Key change processes in a teacher’s critical SFL praxis	5
Above the law? The democratic implications of setting ground rules for dialogue	5
Beyond market and language commodification: Contemplating social-market value and social-welfare concerns in language education policy and practice in Pakistan	5
Variables influencing ESL teacher candidates’ language ideologies	5
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	5
Monolingual school websites as barriers to parent engagement	5
Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers	4
Translingual competence and study abroad: shifts in sojourners’ approaches to second language learning	4
Development of EMI teacher language awareness: does team teaching help?	4
Equitable education and the language ideological work of academic language (Introduction to special issue on academic language)	4
Teacher use of genre pedagogy: engaging students in dialogue about content area language during text deconstruction	4
Language teacher candidates’ SFL development: a sociocultural perspective	4
To integrate a language focus in a linguistically diverse physics classroom	4
Empowering learners of English as an additional language: translanguaging with machine translation	4
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	4
‘I am just saying maybe …’: Engagement in dissertation defenses	4
Fostering affective engagement in Chinese language learning: A Bernsteinian account	4
To what extent do affective variables correlate with content learning achievement in CLIL programmes?	4
Agency and feedback-seeking: academic English socialization of L2 students in Hong Kong	4
Expanding participation: supporting newcomer students’ language development through disciplinary practices	4
‘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	4
Teachers’ acts of legitimation in second language education in Swedish upper secondary schools	4
“Does it have to be a real story?” A social semiotic assessment of an emergent writer	4
A monolingual approach in an English primary school: practices and implications	4
The reasons why parents choose to transfer students with special educational needs from Irish immersion education	3
Young children performing linguistic varieties: comparing classroom and play-time language use in the bidialectal context of Cyprus	3
Researching EMI policy and practice multilingually: reflections from China and Turkey	3
Exploring New York City elementary school principals’ language ideologies	3
Children as language inquirers: Developing working theories through acts of inquiry	3
Defining language goals in EMI: vocabulary demand in a high-stakes assessment in Hong Kong	3
Language teacher education in diversity – a consideration of the mediating role of languages and cultures in student learning	3
Making language ‘academic’: language ideologies, enregisterment, and ontogenesis	3
Native speakerism and the construction of CLIL competence in teaching partnerships: reshaping participation frameworks in the bilingual classroom	3
Teaching Arabic as a heritage language	3
English medium higher education in Hong Kong: linguistic challenges of local and non-local students	3
Exploring the professional identity and agency of student teachers in multilingual classrooms	3
Art, affect, and the production of pedagogy in newcomer language classrooms	3
Constructing the pedagogy of multiliteracies. The role of focalisation in the development of critical analysis of multimodal narratives	3
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis	3
A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school	2

Finding spaces for all languages. Teacher educators’ perspectives on multilingualism	2
Toward an inclination to advocate: a discursive study of teachers’ stance toward linguistically-responsive pedagogy in online language teacher education	2
English as an additional language: a close-to-practice view of teacher professional knowledge and professionalism	2
Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices	2
Improving English language arts instruction in Indiana dual language bilingual education classrooms	2
EMI in Moroccan high schools: multilingualism or multiple monolingualisms, ambivalent linguistic identities, and language use	2
Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective	2
To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context	2
Language considerations in refugee education: languages for opportunity, connection, and roots	2
Talking about talk: tutor and student expectations of oracy skills in higher education	2
Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education	2
What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community	2
Multilingual tasks as a springboard for transversal practice: teachers’ decisions and dilemmas in a Functional Multilingual Learning approach	2
Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses	2
Trans-speakerism: a trioethnographic exploration into diversity, equity, and inclusion in language education	2
Threading systemic change for language equity in schools	2
Bringing plurilingual strategies into linguistically diverse classrooms: affordances of digital multimodal composing	2
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium	2
Context clue types and their prevalence in texts for Danish 3rd and 4th graders	2
A comparison of content learning outcomes between Japanese and English medium instruction	2
Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners	2
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	2
Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms	2
Teacher education for diversity: afterword	2
Supportive primary teacher beliefs towards multilingualism through teacher training and professional practice	2
Preservice Spanish teachers’ perceptions on linguistic sexism: towards the integration of norm and GFL	2
Lecturers’ use of examples in online university English-medium instruction: a micro-analytic classroom interaction and knowledge-building perspective	2
Between multilingual ethos and English pathos: how do multilingual scholars navigate international academia?	2
‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19	1
Introduction: Towards a multilingual turn in teacher professionalization	1
‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging	1
Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space	1
Exploring student motivation and engagement in EMI: a latent profile analysis	1
Zones of proximal boredom: Vygotsky’s ZPD and modality, abstraction, and explicit themes in Korean from four to seven	1
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	1
Axiological constellations in literary response writing: Critical SFL praxis in an ELA classroom	1
Attitudes towards mother tongue education in Manipur, Northeast India	1
Teachers’ development of a socially-stigmatized dialect	1
Participation in bilingual education programs as a key factor to linguistic success: the Spanish case	1
Bubbles of becomings: from located investment to placemaking practices of engagement in the language classroom	1
Gender-fair language in English language teaching: insights from teachers in Philippine higher education institutions	1
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	1
Countering English-prioritised monolingual ideologies in content assessment through translanguaging practices in higher education	1
The value of Bama-saga: minorities within minorities’ views in Shan and Rakhine States	1
The intersections of culturally sustaining pedagogies and systemic functional linguistics: affordances for the education of multilingual learners	1
Pedagogical collaboration for multilingual support in Swedish compulsory schools – multilingual study guidance tutors’ perspectives	1
Whole school change for literacy teaching and learning: purposes and processes	1
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	1
Re- Exploring translanguaging in teacher education	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