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 2020-11-01 to 2024-11-01.)

Article	Citations
Navigating COVID-19 linguistic landscapes in Vancouver’s North Shore: official signs, grassroots literacy artefacts, monolingualism, and discursive convergence	26
Translanguaging for intercultural communication in international higher education: transcending English as a lingua franca	24
Materialising semiotic repertoires: challenges in the interactional analysis of multilingual communication	24
Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints	23
Introduction: the semiotic repertoire: assemblages and evaluation of resources	22
Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms	21
Reviving the language at risk: a social semiotic analysis of the linguistic landscape of three cities in Indonesia	19
Deaf cosmopolitanism: calibrating as a moral process	17
The body image: taking an evaluative stance towards semiotic resources	17
INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action	16
‘It is okay if you speak another language, but … ’: language hierarchies in mono- and bilingual school teachers’ beliefs	15
Multilingualism and its role in identity construction: a study of English students’ perceptions	15
Multilingual education in early years in Luxembourg: a paradigm shift?	14
Nodal frontlines and multisidedness. Contemporary multilingualism scholarship and beyond	13
Enacting multilingual entrepreneurship: an ethnography of Myanmar university students learning Chinese as an international language	12
Anticipating expectations. Family language policy and its orientation to the school system	12
Dominant Language Constellations: towards online computer-assisted modelling	12
The links between grammar learning strategies and language mindsets among L2 and L3 learners: examining the role of gender	11
Mapping the linguistic landscape from a multi-factor perspective: the case of a multi-ethnolinguistic city in China	11
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?	11
Crosslinguistic influence in L3 acquisition across linguistic modules	11
Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education	10
A systematic review of research on translanguaging in EMI and CLIL classrooms	10
The merit of grit and emotions in L2 Chinese online language achievement: a case of Arabian students	10
Linguistic schoolscapes of an ethnic minority region in the PRC: a university case study	10

Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England	10
Repertoires on the move: exploiting technological affordances and contexts in mobile messaging interactions	10
A pedagogical perspective on the connection between translingual practices and transcultural dispositions in an Anthropology classroom in Bangladesh	9
Family language policy and school language policy: can the twain meet?	9
‘Open’, ‘connected’, ‘distinctive’, ‘pioneering’, and ‘committed’: semioscaping Shanghai as a global city	8
‘Who really speaks like that?’ – Children’s implicit and explicit attitudes towards multilingual speakers of Dutch	8
Arabinglish in multilingual advertising: novel creative and innovative Arabic-English mixing practices in the Jordanian linguistic landscape	8
Influence of L1/L2 linguistic knowledge on the acquisition of L3 Spanish past tense morphology among L1 German speakers	8
From hǎo to hǒu – stylising online communication with Chinese dialects	8
Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students	7
‘To be multilingual means … ’: exploring a participatory approach to multilingual identity with schoolchildren ^†	7
Multilingual linguistic landscape of Cyprus	7
Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self	6
The language affiliations of mobile students in the international university	6
A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism	6
Language planning and policy, and the medium of instruction in the multilingual Pakistan: a void to be filled	6
Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language	6
Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study	6
A-signifying semiotics and deaf/nondeaf becomings	5
Dynamic multilingualism of refugee families meets monolingual language policy in German ECE institutions	5
Linguistic landscape of Finnish school textbooks	5
Translanguaging space and classroom climate created by teacher’s emotional scaffolding and students’ emotional curves about EFL learning	5
The impact of teacher professional development on teacher cognition and multilingual teaching practices	5
Spread, stability, and sociolinguistic variation in multilingual practices: the case of Lánnang-uè and its derivational morphology	5
‘I think mangiò might be passé simple’: exploring multilingual learners’ reflections on past tense verb morphology	5
Twenty years’development of translanguaging: a bibliometric analysis	5
Language, communication, and the COVID-19 pandemic: criticality of multi-lingual education	5
Perceived foreign accent in L3 English: the effects of heritage language use	5
An examination of Iranian learners’ motivation for and experience in learning Korean as an additional language	5
The evidence of Embedded Language islands: the case of Pashto-English codeswitching	5
Language and education policies in Southeast Asia: reorienting towards multilingualism-as-resource	5
Parental attitudes and activism reshape educational language policies: the surge of dual language programmes in California	5
Repeated assemblages in the interactions of deaf youth in Peru	5
Lexical transfer as a resource in pedagogical translanguaging	5
The effects of student and teacher variables on anxiety, enjoyment, and boredom among Chinese high school EFL learners	5
The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition	4
The motivational dynamics of learning a foreign language of limited ethnolinguistic vitality during a study abroad	4
Educators’ Experiences of using multilingual pedagogies during emergency remote teaching: a case study of South African universities	4
Korean-speaking spaces: heritage language learning and community access for mixed-race Korean Americans	4
Teachers’ beliefs about multilingualism: novel findings and methodological advancements: introduction to special issue	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
Experience of Japanese exchange students in EMI programmes: benefits and issues of translanguaging	4
Attitudes and beliefs on multilingualism in education: voices from Sweden	4
Exploring the geo virtual linguistic landscape of Dublin urban areas: before and during the COVID-19 outbreak	4
The case of a pedagogical translanguaging intervention in a trilingual primary school: the students’ voice	4
The impact of social media in the sociolinguistic practices of the peripheral post-socialist contexts	4
The ideal multilingual self of individuals in conflict-affected situations	4
Towards multilingual turn in language classes: plurilingual awareness as an indicator of intercultural communicative competence	4
Learnings from/about diversity in space and time: discursive constructions in the semiotic landscape of a teacher education building in Norway	4

Working memory as a partial mediator of the relationship between multilingualism and foreign language aptitude	4
Multilingual publication practices in the social sciences and humanities at a Polish university: choices and pressures	4
How community and family support bilingual language development: insights from bilingual Canadian families	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
Immigrant minority languages and multilingual education in Europe: a literature review	3
Translanguaging as a rhizomatic multiplicity	3
Discussion of the special issue. Beliefs about multilingualism: is a methodological and epistemological change necessary?	3
Quebec-based parents’ concerns regarding their children’s multilingual development	3
Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors	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
Multiculturalism and multilingualism in higher education: intercultural activity participation and opportunities for language learning	3
Code-switching input for machine translation: a case study of Vietnamese–English data	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
The impact of heritage language proficiency on English as an additional language: disentangling language and cognition	3
Implications between education and familial policies: an introduction	3
Interpersonal perception of emotional intensity by English first (L1) and foreign (LX) language users in audio(visual) communication	3
Working memory in multilinguals: factors that assist and impede	3
Students’ perceptions of online learning in non-L1 environments	3
Translanguaging interventions and the construction of the multilingual self through culturally sustaining pedagogies	3
Chronotopes, language practices and language shift: an ethnographic study of the Blang community in China	3
Namibian teachers’ practices in a multilingual context	3
Strategies used in learning Chinese vocabulary by adolescent Mandarin-Korean bilinguals in Korea	3
Parents’ language ideologies in the context of trilingual education policy in Kazakhstan	3
Complex transfer processes in multilingual language (L3/L _n ) acquisition of Spanish past tenses: the role of non-native language (L2) transfer	3
Translation of multilingual films in Iran in Persian dubbing	3
Language choice in official information materials on COVID-19 in the Philippines: a language justice perspective	3
Why do learners overcome non-facilitative transfer faster from an L2 than an L1? The cumulative input threshold hypothesis	3
Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners	3
Canadian-born trilingual children’s narrative skills in their heritage language and Canada’s official languages	3
Teachers’ perceptions and ‘invisible’ uses of plurilingual pedagogy in UAE K-12 schools	3
Spanish and German as heritage and majority languages in early multilingual acquisition: family language policies and other child-external factors for heritage language competence	3
Developing language awareness activities in the context of plurilingual education: two didactic models for language teaching practice	3
The multiple resources of refugee students: a language portrait inquiry	3
Tense and aspect in the interlanguage of Slavic speakers learning Romance languages	3