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 2022-01-01 to 2026-01-01.)

Article	Citations
Voices heard. Autobiographical accounts of language learning after forced migration	42
The Minority Language as a Second Language: Challenges and Achievements	31
Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning	28
Children as language inquirers: Developing working theories through acts of inquiry	26
Beliefs about multimodality with English learners and their peers in the content areas: a mixed methods study of pre-service teachers	26
Linguistic complexity of elementary mathematics word problems and their translations	24
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	22
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students	20
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia	19
Student voice and teacher agency: storytelling in letters of recommendation for college admissions	18
Syncretic literacy practices among Arab heritage students in Denmark	18
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,	17
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms	17
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy	16
Understanding the role of teachers’ uptake in higher education assessment practice: using Bakhtin to develop a critical focus on evaluative literacies	16
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	16
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia	16
Who is writing? Exploring writing as a human and more-than-human endeavor	16
Effects of students’ perceived linguistic competence on 7 ^th -grade science learning outcomes: Engagement profiles as mediators	15
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	13
An investigation of teachers’ narrated and enacted identities in second language writing education	13
Afterword: The multilingual turn in language teacher education	13
Rethinking Language Education in the Age of Generative AI	13
Navigating controversial discussions: the role of talk moves in dialogic teaching	11
Re- Exploring translanguaging in teacher education	11

Laughter and classroom boundaries	11
Unexpected cultural echoes: gender representation in Hebrew and Arabic children’s picture books	10
Explain and engage: linguistic resources in Swedish as a second language textbooks to support academic writing	10
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	10
Un Día De Lo Padre: a multigenerational Plática with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education	10
‘Now you’ve said it, it’s like a big light bulb!’: enacting post observation feedback suggestions	10
Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course	10
Approaching or distancing? Language teachers’ emotional experiences and coping strategies in teaching multilingual international students	9
Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs	9
English for Academic and Specific Purposes in the Classroom–From Theory to Practice	9
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue	8
Visualizations in grammar education: from theory to practice	8
What can ‘professional vision’ tell us about teachers’ language alternation? A multimodal study of Chinese L2 classrooms	8
Narrative inquiry in language teaching and learning research	7
Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education	7
Beyond positive reinforcement: exploring the linguistic complexity of underlined sentences in L1 Chinese junior high school learner writing	7
Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences	7
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	7
Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada	7
The impact of bilingual picture books on oral narrative skills: a case study of a four-year-old Chinese child	6
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	6
Enhancing bilingual learners’ Chinese learning: which type of home support is effective?	6
Translanguaging and English as a Lingua Franca in the Plurilingual Classroom	6
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms	6
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden	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
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments	6
Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs	6
“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program	5
Translanguaging in science education: towards a new approach to mother tongue education in Africa	5
It “bendy dis one”: recognising and building upon Australian Aboriginal students’ linguistic repertoires as educational resources	5
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	5
Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions	5
Enhancing multilingual participation in science practices through language scaffolding	5
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	5
Language, Learning, and Disability in the Education of Young Bilingual Children *Language, learning, and disability in the education of young bilingual children*	5
Disciplinary differences in educational dialogue: a comparative analysis of Foundation Year classrooms	5
The emotional rollercoaster of language teaching	5
A response to Brown	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
Productive classroom dialogue and its association with student achievement in knowledge-building environments	5
‘I believe I was able to help…’ preprofessionals’ positionings in reflective writing	5
‘I’ve grown so much more confidence in my actual instruction’: examining teacher candidates’ pedagogical knowledge growth in translanguaging	4
Creating more opportunities through multimodal literacy and positioning in online and in-person Chinese heritage language classrooms	4
Exploring student motivation and engagement in EMI: a latent profile analysis	4
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	4
“The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe	4
Does shared reading with AI chatbot promote language development in kindergarteners with ADHD	4

The value of knowing: conscious and unconscious writing choices	4
Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions	4
Conversations on bilingualism	4
‘English [as a lingua franca ] is absolutely out of question!’ – The struggle between globalization and (neo-)nationalist traditions in Switzerland’s secondary schools	4
Cross-curricular connection in collaborative digital multimodal composing process: Insights from translanguaging and transpositioning perspectives	4
Mathematics disciplinary literacy: a case study of a bilingual teacher’s interaction with ChatGPT	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
Transformative plurilingualism pedagogies in English academic writing: instructor perceptions	4
Narrowing history curriculum implementation gaps in Southern African countries: undoing the English hegemony	4
‘Ahí fuimos jalando gente’ : transnational Latina mothers’ enactments of navigation and resistance in hyper-gentrified dual-language schools	3
Spatializing literacy-as-events. Literacy in new techno-scholastic environments of lower secondary classrooms	3
Interesting facts: holistic interviews on children’s nonfiction engagement	3
Sustaining linguistic heritage: an exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students	3
Language, time, and diversity: Ghanaian and Syrian newcomers’ perceptions of inequalities and opportunities in Germany’s tracked secondary-school system	3
Towards a multimodal dialogic understanding of early writing development in school	3
An exploratory study of teachers’ supportive communication during interactive book reading in the classroom	3
Ecolinguistics and environment in education: Language, culture and textual analysis	3
Mapping dialogic space in exploratory, disputational, and cumulative talk: a linguistic analysis	3
Rethinking linguistic capitals and asset-based language learning: an examination of bilingual Korean-Chinese instruction for international students in South Korea	3
Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms	3
Improving English language arts instruction in Indiana dual language bilingual education classrooms	3
Countering English-prioritised monolingual ideologies in content assessment through translanguaging practices in higher education	3
Reading images for knowledge building: Analyzing infographics in school science	3
‘Just accept each other, while the rest of the world doesn’t’ –teachers’ reflections on multilingual education	2
Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices	2
Shared book reading with AI chatbots: comparison of the effects of instructional style on children’s language abilities between typical and poor readers	2
German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration	2
Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway	2
From deficit to wealth: amplifying voices and cultural capital of Latiné families to support multilingual learner education	2
Multilingual learners’ literacy identities: ideology and local enactment of a language-restrictive alternative instructional program	2
Asian American youth co-designing heritage language workshops for immigrant families: a community-based participatory research study	2
First and second language sentence repetition: a screening measure for dual language learners?	2
Grammatical understanding predicts reading comprehension in secondary-level students: insights from a Finnish national survey	2
Multimodal conversation analysis and interpretative phenomenological analysis: A methodological framework for researching translanguaging in multilingual classrooms	2
Unlocking CLIL success: exploring the interplay between students’ self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education	2
What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community	2
Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers	2
Remembering, (re)membering, and re-membering translanguaging bodies: content-area bilingual teacher candidates’ of color embodied memories of translanguaging	2
Pedagogical translanguaging	2
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	2
Conceptualisations of ‘good’ writing in the English primary school context	2
Biographical perspectives on language ideologies in teacher education	2
Spatial ideologies on official bilingualism and co-located schools in Finland and South Tyrol, Italy	2
The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education	2
An exploration of languaging interactions of young Spanish-English emergent bilinguals to build social-emotional learning skills during free-play	2
Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education	2
‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education	2
Challenges and opportunities in teaching speaking skills in senior high schools: perspectives of Ghanaian English teachers	1
“And then what?”: creating suspense in storytelling in accommodated language education for adults via a crip linguistics approach	1
Researching EMI policy and practice multilingually: reflections from China and Turkey	1
Introduction: researching multilingually to rethink EMI policy and practices	1
Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners	1
Introduction: Towards a multilingual turn in teacher professionalization	1
Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional Practices	1
The role of teacher beliefs in teacher learning and practice: implications for meeting the needs of English learners/emergent bilinguals	1
Transpositioning in English medium instruction classroom discourse: insights from a translanguaging perspective	1
Examining primary school students’ perceptions of language used in science classrooms	1
Transnational Approaches to Bilingual and Second Language Teacher Education	1
Fostering community support for multilingual education: the language friendly approach	1
Intercultural Communication and Identity	1
The shaping of an idea as temporal, multimodal, and collaborative activity: exploring how students develop a board game in L1	1
Volitional reading, ‘disturbing’ books, and the transformation of readers	1
Language Teacher Identity and Wellbeing	1
Learning about translanguaging in two bilingual teacher preparation programs	1
Book Review – ‘English-Medium Instruction Practices in Higher Education: International Perspectives’	1
Investigating the impact of in-house foreign domestic workers on L2 development of public-school children in Hong Kong	1
Language-related episodes in EMI: Types and the effects on students’ vocabulary development	1
African international students’ challenges, investment and identity development at a highly selective EMI university in Kazakhstan	1
Home language use in mathematics classrooms supports processing, not just input–output work	1
Sharing is caring: young people’s narratives about BookTok and volitional reading	1
Introduction to the special issue ‘Normalising difference in teacher education: national and international perspectives’	1
Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses	1
Engaging ‘silent’ students in classroom discussions: a micro-analytic view on teachers’ embodied enactments of cold-calling practices	1
New perspectives on material mediation in language learner pedagogy	1
Minority Language Learning for Adult Migrants in Europe	1
We enjoy doing reading together: finding potential in affective encounters with people and things for sustaining volitional reading	1
Development of EMI teacher language awareness: does team teaching help?	1
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium	1
Finding spaces for all languages. Teacher educators’ perspectives on multilingualism	1