OOIR: Observatory of International Research

Papers

(The TQCC of Language and Education is 4. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Voices heard. Autobiographical accounts of language learning after forced migration	36
The Minority Language as a Second Language: Challenges and Achievements	29
Linguistic complexity of elementary mathematics word problems and their translations	24
Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning	24
Children as language inquirers: Developing working theories through acts of inquiry	22
Beliefs about multimodality with English learners and their peers in the content areas: a mixed methods study of pre-service teachers	22
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students	19
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	19
Monolingual school websites as barriers to parent engagement	18
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia	18
Syncretic literacy practices among Arab heritage students in Denmark	17
Afterword: The multilingual turn in language teacher education	17
Student voice and teacher agency: storytelling in letters of recommendation for college admissions	17
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,	16
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms	16
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy	15
Understanding the role of teachers’ uptake in higher education assessment practice: using Bakhtin to develop a critical focus on evaluative literacies	14
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia	14
Rethinking Language Education in the Age of Generative AI	13
An investigation of teachers’ narrated and enacted identities in second language writing education	13
Laughter and classroom boundaries	12
Effects of students’ perceived linguistic competence on 7 ^th -grade science learning outcomes: Engagement profiles as mediators	12
Navigating controversial discussions: the role of talk moves in dialogic teaching	12
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	12
Re- Exploring translanguaging in teacher education	12

Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	12
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
Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs	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	9
What can ‘professional vision’ tell us about teachers’ language alternation? A multimodal study of Chinese L2 classrooms	9
Explain and engage: linguistic resources in Swedish as a second language textbooks to support academic writing	9
Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education	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
English for Academic and Specific Purposes in the Classroom–From Theory to Practice	9
Intersectionality of sexuality, ethnicity, and ‘(non-)native-speakerness’: a narrative inquiry of a gay Kurdish ESL teacher in Canada	8
Visualizations in grammar education: from theory to practice	8
Translanguaging and English as a Lingua Franca in the Plurilingual Classroom	7
Narrative inquiry in language teaching and learning research	7
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue	7
Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences	7
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages	7
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	7
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	7
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms	6
Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs	6
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments	6
Enhancing bilingual learners’ Chinese learning: which type of home support is effective?	6
Translanguaging to scaffold students’ participation in a linguistically and culturally diverse tertiary classroom in Taiwan	6
Researching English medium higher education: diverse applications and critical evaluations of the ROAD-MAPPING framework	6
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden	6
Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students	5
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	5
Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions	5
“(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
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad	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
Language, Learning, and Disability in the Education of Young Bilingual Children *Language, learning, and disability in the education of young bilingual children*	5
Enhancing multilingual participation in science practices through language scaffolding	4
The emotional rollercoaster of language teaching	4
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	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
‘Walking out from the flat’: pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad	4
Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions	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
Conversations on bilingualism	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
“I understand one hundred and twenty percent”: explicit claims of understanding in L2 teacher feedback	4
Productive classroom dialogue and its association with student achievement in knowledge-building environments	4
It “bendy dis one”: recognising and building upon Australian Aboriginal students’ linguistic repertoires as educational resources	4
Exploring student motivation and engagement in EMI: a latent profile analysis	4
Creating more opportunities through multimodal literacy and positioning in online and in-person Chinese heritage language classrooms	4