OOIR: Observatory of International Research

Papers

(The TQCC of Language and Education is 3. 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
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	10
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
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution	9
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
A comparison of content learning outcomes between Japanese and English medium instruction	7
Monolingual school websites as barriers to parent engagement	7
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
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
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
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
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
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
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
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