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 2020-04-01 to 2024-04-01.)

Article	Citations
The psychological damages of linguistic racism and international students in Australia	66
Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools	42
Introduction to special issue: linguistic racism	38
Linguistic racism: its negative effects and why we need to contest it	36
Translanguaging in digital learning: the making of translanguaging spaces in online English teaching videos	23
Is bilingualism associated with better working memory capacity? A meta-analysis	22
English Medium university STEM teachers’ and students’ ideologies in constructing content knowledge through translanguaging	17
A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement	16
Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong	16
Towards more multilingual practices in the mathematics assessment of young refugee students: effects of testing language and validity of parental assessment	16
Bilingual student perspectives about language expertise in a gentrifying two-way immersion program	15
An empirical investigation of Spolsky’s framework applied to family language policy	15
Systemic functional linguistics: the perfect match for content and language integrated learning	14
Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University	13
Mandarin vocabulary growth, teacher qualifications and teacher talk in child heritage language learners	13
Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences	13
Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms	13
Harnessing multimodality in language teacher education: expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle	13
Integrating translanguaging pedagogy into Italian primary schools: implications for language practices and children's empowerment	13
Two-way bilingual education programs and sense of belonging: perspectives from middle school students	12
Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history	12
Exploring content and language co-construction in CLIL with semantic waves	12
The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary	11
‘It’s not my Chinese’: a teacher and her students disrupting and dismantling conventional notions of ‘Chinese’ through translanguaging in a heritage language classroom	11
Measuring the multilingual reality: lessons from classrooms in Delhi and Hyderabad	10

Heritage language anxiety and major language anxiety experienced by Korean immigrants in Australia	10
The ‘politics of speed’ and language integration policies: on recent developments in Austria	10
Japanese L2 learners’ translanguaging practice in written peer feedback	10
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	10
Where two worlds meet: language policing in mainstream and complementary schools in England	10
Parental beliefs, language practices and language outcomes in Spanish-English bilingual children	10
Expressing evaluation across disciplines in primary and secondary CLIL writing: a longitudinal study	9
‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class	9
Language dominance in the previously acquired languages modulates rate of third language (L3) development over time: a longitudinal study	9
Paternal agency in heritage language maintenance in Australia: Polish fathers in action	9
‘Siento que el inglés esta tumbando mi español’: A transfronteriza child’s embodied critical language awareness	9
CLIL students’ definitions of historical terms	8
Business English students’ multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University	8
Pedagogical translanguaging and teachers’ perceptions of anxiety	8
Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand	8
Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment	8
Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA)	8
Double-voicing and rubber ducks: the dominance of English in the imaginative play of two bilingual sisters	8
Ongoing emergence: borderland high school DLBE students’ self-identifications as lingual people	8
Teaching responsive to play and linguistic diversity in early childhood education: considerations on theoretical grounds	7
Monolingual ideologies versus spatial repertoires: language beliefs and writing practices of an international STEM scholar	7
Identifying difficulties and best practices in catering to diversity in CLIL: instrument design and validation	7
Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach	7
Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: contextualised learning from teacher-researcher collaboration	7
Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: effectiveness and productive patterns	7
The phonological skills of bilingual preschool children speaking Polish and Ukrainian in Poland	7
‘Things should be explained so that the students understand them’: adolescent immigrant students’ perspectives on learning the language of schooling in Finland	7
Beyond the IELTS test: Chinese and Japanese postgraduate UK experiences	7
Inclusion and diversity in bilingual education: a European comparative study	7
Maternal heritage language proficiency and child bilingual heritage language learning	7
Shaping student responses into academic expressions: analysing an English medium instruction history classroom from a translanguaging perspective	7
‘In other schools you can plan it that way’: a raciolinguistic perspective on dual language education	7
Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education	7
Predicting the academic achievement of multilingual students of English through vocabulary testing	7
Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake	7
Translingual practices in a ‘Monolingual’ society: discourses, learners’ subjectivities and language choices	7
Establishing multiple languages in early childhood. Heritage languages and language hierarchies in German-English daycare centers in Switzerland.	7
When immigrant and regional minority languages coexist: linguistic authority and integration in multilingual linguistic acculturation	7
Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university	6
Transitioning from a local language to English as a medium of instruction: Rwandan teachers’ and classroom-based perspectives	6
Multilingual effects on EFL learning: a comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students	6
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90:10 dual language schools en comunidades latinas	6
At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development	6
Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers	6
The teaching of Arabic as a community language in the UK	6
Interactional scaffolding in a first-grade classroom through the teaching–learning cycle	6
CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools	6
The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils	6
EMI as a performative technology of acceleration in higher education contexts: academics and administrators’ perspectives	6
The C-test as predictor of the academic success of international students	6

Problematizing translanguaging as an inclusive pedagogical strategy in deaf education	6
Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds	6
Responsible, competent and with a sense of belonging: an explanation for the purported levelling effect of CLIL	6
The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: evidence from a counterfactual analysis in Italy	5
Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings	5
Spatial repertoires in the disciplinary communication of international STEM scholars	5
Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting	5
Bilingual school education with spoken and signed languages in Europe	5
An innovative ‘simultaneous’ bilingual approach in Senegal: promoting interlinguistic transfer while contributing to policy change	5
The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content	5
Transitioning from secondary school to an English-medium transnational university in China: a longitudinal study of student self-efficacy and motivational beliefs	5
Linguistic consequences of toing and froing: factors that modulate narrative development in bilingual returnee children	5
Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university	5
Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong	5
Developing cognate awareness through pedagogical translanguaging	5
Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg	5
Word or morpheme? Investigating the representation units of L1 and L2 Chinese compound words in mental lexicon using a repetition priming paradigm	5
When homeland remains a distant dream: language attitudes and heritage language maintenance among Rohingya refugees in Saudi Arabia	5
CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks	4
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	4
Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation	4
Bridging the ‘dual lives’: school socialization of young bi/multilinguals in the eyes of EFL teachers	4
Translanguaging for varying discourse functions in sociodramatic play: an exploratory multiple case study of young emergent bilinguals	4
Attention to diversity in German CLIL classrooms: multi-perspective research on students’ and teachers’ perceptions	4
Oral narrative development of Mandarin Chinese dual language immersion learners	4
Attention to diversity in bilingual education: student and teacher perspectives in Spain	4
Bi/multilingual testing for bi/multilingual students: policy, equality, justice, and future challenges	4
Comprehension skills of Chinese-English dual language learners: relations across languages and associations with language richness at home	4
Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity	4
Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents	4
‘Language hackers’: YouTube polyglots as representative figures of language learning in late capitalism	4
Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education	4
Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)	4
Identity and two-way bilingual education: considering student perspectives: introduction to the special issue	4
Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses	4
Visual silence in the language portrait: analysing young people’s representations of their linguistic repertoires	4
The extent and predictors of linguistically responsive teaching in Southwest China	4
‘Who would have thought that I’d ever know that!’: subject-specific vocabulary in CLIL student interactions	4
Language beyond flags: teachers misunderstanding of translanguaging in preschools	4
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals	4
Bilingual language use is context dependent: using the Language and Social Background Questionnaire to assess language experiences and test-rest reliability	4
Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs	4
Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom	4
Martín and the pink crayon: peer language socialization in a kindergarten bilingual classroom	4
Speech and language outcomes in low-SES Spanish-English bilingual preschoolers: the role of maternal education	4
Family language policy and bilingual parenting in monolingual Beijing: latent profiles and associated predictors	4
Towards a multilingual approach in assessing writing: holistic, analytic and cross-linguistic perspectives	4
L1 use in peer interaction: exploring time and proficiency pairing effects in primary school EFL	4