OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Multilingualism is 3. 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 2020-08-01 to 2024-08-01.)

Article	Citations
Implementing translanguaging pedagogies in an English medium instruction course	25
Navigating COVID-19 linguistic landscapes in Vancouver’s North Shore: official signs, grassroots literacy artefacts, monolingualism, and discursive convergence	25
Translanguaging for intercultural communication in international higher education: transcending English as a lingua franca	22
Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan	22
Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints	22
Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms	21
Materialising semiotic repertoires: challenges in the interactional analysis of multilingual communication	21
Introduction: the semiotic repertoire: assemblages and evaluation of resources	19
Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia	17
The body image: taking an evaluative stance towards semiotic resources	16
INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action	16
Deaf cosmopolitanism: calibrating as a moral process	15
‘It is okay if you speak another language, but … ’: language hierarchies in mono- and bilingual school teachers’ beliefs	14
Multilingual education in early years in Luxembourg: a paradigm shift?	14
A holistic measure of contextual and individual linguistic diversity	13
Nodal frontlines and multisidedness. Contemporary multilingualism scholarship and beyond	13
Dominant Language Constellations: towards online computer-assisted modelling	12
Enacting multilingual entrepreneurship: an ethnography of Myanmar university students learning Chinese as an international language	12
Multilingualism and its role in identity construction: a study of English students’ perceptions	12
The links between grammar learning strategies and language mindsets among L2 and L3 learners: examining the role of gender	11
Crosslinguistic influence in L3 acquisition across linguistic modules	11
Anticipating expectations. Family language policy and its orientation to the school system	11
Mapping the linguistic landscape from a multi-factor perspective: the case of a multi-ethnolinguistic city in China	10
Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education	10
Linguistic landscape in Liangshan Yi Autonomous Prefecture: the Case of an ethnic minority region in China	10

Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?	10
Repertoires on the move: exploiting technological affordances and contexts in mobile messaging interactions	10
Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England	9
Linguistic schoolscapes of an ethnic minority region in the PRC: a university case study	9
A pedagogical perspective on the connection between translingual practices and transcultural dispositions in an Anthropology classroom in Bangladesh	9
The merit of grit and emotions in L2 Chinese online language achievement: a case of Arabian students	9
‘Open’, ‘connected’, ‘distinctive’, ‘pioneering’, and ‘committed’: semioscaping Shanghai as a global city	8
Arabinglish in multilingual advertising: novel creative and innovative Arabic-English mixing practices in the Jordanian linguistic landscape	8
‘Who really speaks like that?’ – Children’s implicit and explicit attitudes towards multilingual speakers of Dutch	8
Family language policy and school language policy: can the twain meet?	8
Lived languages: ordinary collections and multilingual repertoires	7
From hǎo to hǒu – stylising online communication with Chinese dialects	7
Influence of L1/L2 linguistic knowledge on the acquisition of L3 Spanish past tense morphology among L1 German speakers	7
Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement	7
A systematic review of research on translanguaging in EMI and CLIL classrooms	7
Language planning and policy, and the medium of instruction in the multilingual Pakistan: a void to be filled	6
‘To be multilingual means … ’: exploring a participatory approach to multilingual identity with schoolchildren ^†	6
Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study	6
Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language	6
Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students	6
Spread, stability, and sociolinguistic variation in multilingual practices: the case of Lánnang-uè and its derivational morphology	5
Dynamic multilingualism of refugee families meets monolingual language policy in German ECE institutions	5
Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university	5
The language affiliations of mobile students in the international university	5
Perceived foreign accent in L3 English: the effects of heritage language use	5
The evidence of Embedded Language islands: the case of Pashto-English codeswitching	5
A-signifying semiotics and deaf/nondeaf becomings	5
Parental attitudes and activism reshape educational language policies: the surge of dual language programmes in California	5
Translanguaging space and classroom climate created by teacher’s emotional scaffolding and students’ emotional curves about EFL learning	5
An examination of Iranian learners’ motivation for and experience in learning Korean as an additional language	5
‘I think mangiò might be passé simple’: exploring multilingual learners’ reflections on past tense verb morphology	5
Multilingual linguistic landscape of Cyprus	5
Language, communication, and the COVID-19 pandemic: criticality of multi-lingual education	5
Multilingualism and marginalisation: A Nigeria diversity approach	5
A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism	4
Educators’ Experiences of using multilingual pedagogies during emergency remote teaching: a case study of South African universities	4
Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self	4
How community and family support bilingual language development: insights from bilingual Canadian families	4
The ideal multilingual self of individuals in conflict-affected situations	4
Repeated assemblages in the interactions of deaf youth in Peru	4
Experience of Japanese exchange students in EMI programmes: benefits and issues of translanguaging	4
Learnings from/about diversity in space and time: discursive constructions in the semiotic landscape of a teacher education building in Norway	4
Korean-speaking spaces: heritage language learning and community access for mixed-race Korean Americans	4
Twenty years’development of translanguaging: a bibliometric analysis	4
Linguistic landscape of Finnish school textbooks	4
‘So, mein Deutsch ist schlecht … ’: echoes of societal attitudes and education language policies within the family language policies of second- and third-generation German speakers in Newcastle, Austr	4
Towards multilingual turn in language classes: plurilingual awareness as an indicator of intercultural communicative competence	4
Lexical transfer as a resource in pedagogical translanguaging	4
Spanish and German as heritage and majority languages in early multilingual acquisition: family language policies and other child-external factors for heritage language competence	4
Language and education policies in Southeast Asia: reorienting towards multilingualism-as-resource	4

The relationship between the perception and production of L2 and L3 rhotics in young multilinguals; an exploratory cross-linguistic study	4
Metrolingualism in online linguistic landscapes	4
The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition	4
The case of a pedagogical translanguaging intervention in a trilingual primary school: the students’ voice	3
Quebec-based parents’ concerns regarding their children’s multilingual development	3
Exploring the geo virtual linguistic landscape of Dublin urban areas: before and during the COVID-19 outbreak	3
Immigrant minority languages and multilingual education in Europe: a literature review	3
The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English	3
Translation of multilingual films in Iran in Persian dubbing	3
The differentiated role of language knowledge and linguistic acculturation strategies in the configuration of occupational aspirations: the case of the descendants of migrants in Western Catalonia	3
Us and them: intercultural sensitivity of Polish and Georgian adolescent multilinguals	3
Multilingual publication practices in the social sciences and humanities at a Polish university: choices and pressures	3
The effects of student and teacher variables on anxiety, enjoyment, and boredom among Chinese high school EFL learners	3
Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors	3
Developing language awareness activities in the context of plurilingual education: two didactic models for language teaching practice	3
Attitudes and beliefs on multilingualism in education: voices from Sweden	3
Tense and aspect in the interlanguage of Slavic speakers learning Romance languages	3
Working memory as a partial mediator of the relationship between multilingualism and foreign language aptitude	3
Translanguaging as a rhizomatic multiplicity	3
Chronotopes, language practices and language shift: an ethnographic study of the Blang community in China	3
Interpersonal perception of emotional intensity by English first (L1) and foreign (LX) language users in audio(visual) communication	3
Namibian teachers’ practices in a multilingual context	3
Multilingual language minority parents’ perspectives on their relationships with caregivers regarding the multilingual upbringing of the child: a large-scale exploration within childcare facilities in	3
Why do learners overcome non-facilitative transfer faster from an L2 than an L1? The cumulative input threshold hypothesis	3
The impact of teacher professional development on teacher cognition and multilingual teaching practices	3
The multiple resources of refugee students: a language portrait inquiry	3
Translanguaging interventions and the construction of the multilingual self through culturally sustaining pedagogies	3
Implications between education and familial policies: an introduction	3
Canadian-born trilingual children’s narrative skills in their heritage language and Canada’s official languages	3
The impact of social media in the sociolinguistic practices of the peripheral post-socialist contexts	3
Teachers’ perceptions and ‘invisible’ uses of plurilingual pedagogy in UAE K-12 schools	3