OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Bilingual Education and Bilingualism is 14. 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 2022-05-01 to 2026-05-01.)

Article	Citations
The impact of bilingualism, culture and first language on social outcomes of children with autism spectrum disorder in robot-assisted autism therapy	29
Influences of bilingual input on English vocabulary size and academic outcomes: a large-scale longitudinal study following children in Australia from five to ten years	27
Learning Māori beyond the classroom with the linguistic landscape: a socio-cognitive perspective	26
Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: contextualised learning from teacher-researcher collaboration	26
Vocabulary and reading speed in the majority language are affected by maternal language proficiency and language exposure at home: a study of language minority bilingual children in Italy	22
Linguistic interactions at nursery school and language acquisition of toddlers from low-income bilingual immigrant families and monolingual families	22
Place-based digital composing practices in multimodal pedagogy: a designed-based approach to enhancing bilingual educators’ professional development	21
Structural constraints and agentive responses: comparing two systems of Greek heritage language education in Sweden	20
Transitioning from secondary school to an English-medium transnational university in China: a longitudinal study of student self-efficacy and motivational beliefs	20
Maternal heritage language proficiency and child bilingual heritage language learning	19
A replication study to assess CLIL effects on second language learning in Germany: more than selection and preparation effects?	16
The Routledge handbook of multilingualism	16
Exploring the role of executive functions in Chinese-English bilinguals’ emotional word comprehension during language switching	16
Minority language policy shifts and L3 English learning: impacts on elementary Mongolian-Mandarin Chinese bilingual students in Inner Mongolia, China	15
Bridging the ‘dual lives’: school socialization of young bi/multilinguals in the eyes of EFL teachers	14
The partially overlapping nature of inhibitory control and preparatory control during language and task switching	14