OOIR: Observatory of International Research

Papers

(The TQCC of Language and Education is 5. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Voices heard. Autobiographical accounts of language learning after forced migration	52
The Minority Language as a Second Language: Challenges and Achievements	38
Technology in second language writing: advances in composing, translation, writing pedagogy and data-driven learning	33
Beliefs about multimodality with English learners and their peers in the content areas: a mixed methods study of pre-service teachers	31
Constructing deficit from diversity: assessment and placement networks and the raciolinguistic enaction of ESL	30
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students	29
Theory, policy, and practice: bridging the gap between teacher training and classroom practice in language of instruction in Zambia	25
Linguistic complexity of elementary mathematics word problems and their translations	23
Creating welcome learning environments: using creative arts methods in language classrooms Creating welcome learning environments: using creative arts methods in language classrooms	22
Language and social justice: An introduction to linguistic activism	22
Letter to editors: commentary on tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy	21
Preparing teachers for young and adolescent multilingual learners: The use of reflective narratives,	21
Rethinking Language Education in the Age of Generative AI	20
An investigation of teachers’ narrated and enacted identities in second language writing education	19
Connection, culture and communication: teacher trajectories into a Vietnamese community language school in Australia	19
Effects of students’ perceived linguistic competence on 7 ^th -grade science learning outcomes: engagement profiles as mediators	18
Understanding the role of teachers’ uptake in higher education assessment practice: using Bakhtin to develop a critical focus on evaluative literacies	15
Multilingual children’s play in Dutch toddler groups: video observation of their play complexity and social interactions during play	15
Student voice and teacher agency: storytelling in letters of recommendation for college admissions	15
Who is writing? Exploring writing as a human and more-than-human endeavor	15
Afterword: The multilingual turn in language teacher education	14
Re- Exploring translanguaging in teacher education	14
The exclamation mark in children’s writing	14
Navigating controversial discussions: the role of talk moves in dialogic teaching	14
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education	14

Syncretic literacy practices among Arab heritage students in Denmark	14
Towards language-aware pedagogy? experiences of students in multilingual Finnish schools	13
Unexpected cultural echoes: gender representation in Hebrew and Arabic children’s picture books	13
Can multilingual curricular space emerge in monolingual schooling?: an autoethnography of a KSL teacher advocate’s emotional tensions and agency	12
Laughter and classroom boundaries	12
Complexifying internal linguistic discrimination: bilingual Latinx teachers navigating Spanish language ideologies in bilingual programs	11
Approaching or distancing? Language teachers’ emotional experiences and coping strategies in teaching multilingual international students	11
Macro-level engagement in computer engineering MOOC lectures: comparing a high-rated and a low-rated course	11
‘Now you’ve said it, it’s like a big light bulb!’: enacting post observation feedback suggestions	11
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
Developing teachers’ critical language awareness through multilingual digital multimodal composing in Australian primary classrooms	9
English for academic and specific purposes in the Classroom–From Theory to Practice	9
Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences	9
Review of Narrative Inquiry in Language Teaching and Learning Research	9
Beyond positive reinforcement: exploring the linguistic complexity of underlined sentences in L1 Chinese junior high school learner writing	8
Language, identity and education in peripheral linguistic landscapes: a study of schoolscapes in an ethnic minority secondary school in Liangshan, China	8
Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging	8
The affective dimension in English-Medium Instruction in higher education	8
Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education	8
Visualizations in grammar education: from theory to practice	7
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments	7
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
Translanguaging and English as a Lingua Franca in the Plurilingual Classroom	7
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion	7
What can ‘professional vision’ tell us about teachers’ language alternation? A multimodal study of Chinese L2 classrooms	7
A response to Brown	6
Powering up Mandarin Chinese learners: a multiple-case study of emotional energy through interaction rituals	6
Translanguaging in science education: towards a new approach to mother tongue education in Africa	6
“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program	6
When future scientists write to the public: emerging civic voices and academic carryover in undergraduate students’ science op-eds	6
Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs	6
The impact of bilingual picture books on oral narrative skills: a case study of a four-year-old Chinese child	6
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis	6
Language, Learning, and Disability in the Education of Young Bilingual Children *Language, learning, and disability in the education of young bilingual children*	6
Exploring opportunities for dialogic teaching within the genre pedagogy teaching and learning cycle in primary classrooms	6
Correction	6
Enhancing bilingual learners’ Chinese learning: which type of home support is effective?	6
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden	6
Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms	6
Enhancing multilingual participation in science practices through language scaffolding	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
Multilingual classroom discourse and language attitudes in postcolonial Mozambique: a mixed methods study	5
Disciplinary differences in educational dialogue: a comparative analysis of Foundation Year classrooms	5
Conversations on bilingualism	5
Navigating raciolinguistic ideologies: Indian American student narratives of language, race, and resistance	5
The politics of researching multilingually The politics of researching multilingually , byPrue Holmes Judith Reynolds and Sara Ganassin,Bristol;Jackson, Multilingual Mat	5

“I understand one hundred and twenty percent”: explicit claims of understanding in L2 teacher feedback	5
In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country	5
Exploring student motivation and engagement in EMI: a latent profile analysis	5
‘Walking out from the flat’: pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad	5
Caring across linguistic difference: translanguaging pedagogies for low-overlap interactions	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
Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions	5
It “bendy dis one”: recognising and building upon Australian Aboriginal students’ linguistic repertoires as educational resources	5