OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Bilingual Education and Bilingualism 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 2020-10-01 to 2024-10-01.)

Article	Citations
Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools	50
Translanguaging in digital learning: the making of translanguaging spaces in online English teaching videos	27
Is bilingualism associated with better working memory capacity? A meta-analysis	27
English Medium university STEM teachers’ and students’ ideologies in constructing content knowledge through translanguaging	24
Harnessing multimodality in language teacher education: expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle	17
Mandarin vocabulary growth, teacher qualifications and teacher talk in child heritage language learners	16
An empirical investigation of Spolsky’s framework applied to family language policy	15
Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University	14
Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand	14
Parental beliefs, language practices and language outcomes in Spanish-English bilingual children	13
Paternal agency in heritage language maintenance in Australia: Polish fathers in action	13
Measuring the multilingual reality: lessons from classrooms in Delhi and Hyderabad	13
Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers	12
Development of the CECER-DLL child and family questionnaire: a new tool for documenting the language and literacy experiences of Latino/a dual language learners	12
Pedagogical translanguaging and teachers’ perceptions of anxiety	12
The ‘politics of speed’ and language integration policies: on recent developments in Austria	12
‘Siento que el inglés esta tumbando mi español’: A transfronteriza child’s embodied critical language awareness	11
Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: contextualised learning from teacher-researcher collaboration	11
Where two worlds meet: language policing in mainstream and complementary schools in England	11
Shaping student responses into academic expressions: analysing an English medium instruction history classroom from a translanguaging perspective	10
Inclusion and diversity in bilingual education: a European comparative study	10
‘Things should be explained so that the students understand them’: adolescent immigrant students’ perspectives on learning the language of schooling in Finland	10
Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg	10
Identifying difficulties and best practices in catering to diversity in CLIL: instrument design and validation	10
Business English students’ multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University	9

When immigrant and regional minority languages coexist: linguistic authority and integration in multilingual linguistic acculturation	9
Developing cognate awareness through pedagogical translanguaging	9
Beyond the IELTS test: Chinese and Japanese postgraduate UK experiences	9
Maternal heritage language proficiency and child bilingual heritage language learning	9
Establishing multiple languages in early childhood. Heritage languages and language hierarchies in German-English daycare centers in Switzerland.	9
Teaching responsive to play and linguistic diversity in early childhood education: considerations on theoretical grounds	8
Problematizing translanguaging as an inclusive pedagogical strategy in deaf education	8
Transitioning from secondary school to an English-medium transnational university in China: a longitudinal study of student self-efficacy and motivational beliefs	8
EMI as a performative technology of acceleration in higher education contexts: academics and administrators’ perspectives	8
Towards a multilingual approach in assessing writing: holistic, analytic and cross-linguistic perspectives	8
Word or morpheme? Investigating the representation units of L1 and L2 Chinese compound words in mental lexicon using a repetition priming paradigm	8
Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education	8
Family language policy and bilingual parenting in monolingual Beijing: latent profiles and associated predictors	8
Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong	8
CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools	8
Attention to diversity in German CLIL classrooms: multi-perspective research on students’ and teachers’ perceptions	7
Attention to diversity in bilingual education: student and teacher perspectives in Spain	7
Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds	7
The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils	7
Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: effectiveness and productive patterns	7
Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university	7
Linguistic consequences of toing and froing: factors that modulate narrative development in bilingual returnee children	7
Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university	7
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90:10 dual language schools en comunidades latinas	7
Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings	7
Language beyond flags: teachers misunderstanding of translanguaging in preschools	6
The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content	6
Multilingual effects on EFL learning: a comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students	6
Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting	6
Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity	6
The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: evidence from a counterfactual analysis in Italy	6
Language activation in dual language schools: the development of subject-verb agreement in the English and Spanish of heritage speaker children	6
Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents	6
The teaching of Arabic as a community language in the UK	6
Bridging the ‘dual lives’: school socialization of young bi/multilinguals in the eyes of EFL teachers	6
At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development	6
Towards a reconceptualisation of the Cantonese lexicon in contemporary Hong Kong: classificatory possibilities and their implications for the local Chinese-as-an-additional-language curriculum	5
Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort	5
Bi/multilingual testing for bi/multilingual students: policy, equality, justice, and future challenges	5
CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks	5
Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes	5
Oral narrative development of Mandarin Chinese dual language immersion learners	5
Translanguaging: a pedagogy of heteroglossic hope	5
Sustainable translanguaging pedagogy in support of the vulnerable language: honoring children’s ways of ‘Showing’ and ‘Telling’ in an early childhood dual language bilingual education program	5
‘Language hackers’: YouTube polyglots as representative figures of language learning in late capitalism	5
Teachers as designers of learning in diverse, bilingual classrooms in England: an ADiBE case study	5
Visual silence in the language portrait: analysing young people’s representations of their linguistic repertoires	5
The extent and predictors of linguistically responsive teaching in Southwest China	5
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals	5
Bilingual development in the receptive and expressive domains: they differ	5

Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs	5
Translanguaging for multiliteracy development: pedagogical approaches for classroom practitioners	4
‘Speak English!’: social acceleration and language learning in the workplace	4
Comprehension skills of Chinese-English dual language learners: relations across languages and associations with language richness at home	4
‘I would rather say fighting ㅋㅋ’: discursive analysis of Korean-English language exchange students’ text messages	4
Speeding up, slowing down. Language, temporality and the constitution of migrant workers as labour force	4
Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)	4
Monolingual ideologies of Andalusian teachers in the multilingual schools’ context	4
Attitudes towards linguistic variation in the Ukrainian community in the United Kingdom	4
Collective teachers’ beliefs about multilingualism in Maltese primary education	4
Bilingual language use is context dependent: using the Language and Social Background Questionnaire to assess language experiences and test-rest reliability	4
Emotionality ratings and electrodermal responses to university-related expressions in a native and a non-native language	4
State of the art: a forty-year reflection on the Spanish language preparation of Spanish-English bilingual-dual language teachers in the U.S.	4
Maintaining a minor language or a heritage language? A case study of maintaining Chinese with preteenagers in Australian interlingual families	4
Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses	4
Effective bilingual education in Francophone West Africa: constraints and possibilities	4
‘Who would have thought that I’d ever know that!’: subject-specific vocabulary in CLIL student interactions	4
Creating language spaces with bilingual youth to expand conversations about students’ communities and civic experiences	4
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	4
Patterns and predictors of code-switching in Singapore preschoolers: a corpus-based study	4
Teaching English as a foreign language in multilingual milieus in Catalonia: perspectives and practices of educators in three state schools	4
Second language reading and self-efficacy in bilingual and musical instruction. A study of reading ability	4
Language skills in Greek-English bilingual children attending Greek supplementary schools in England	4