Journal of Language Identity and Education

(The TQCC of Journal of Language Identity and Education 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 2020-05-01 to 2024-05-01.)
Challenging Monolingual Ways of Looking at Multilingualism: Insights for Curriculum Development in Teacher Preparation42
“My English Is Its Own Rule”: Voicing a Translingual Sensibility through Poetry24
Digital Multimodal Composing in L2 Learning: Ideologies and Impact22
“Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education20
Educated Not to Speak Our Language: Language Attitudes and Newspeakerness in the Yaeyaman Language17
Decolonial Struggles in Indigenous Language Education in Neoliberal Times: Identities, Ideologies, and Activism16
Fostering Pre-Service Teachers’ Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies16
Taking up EMI in Higher Education: The Complexities of Teacher Emotions16
Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England14
Translanguaging as a Transformative Act in a Reading Classroom: Perspectives from a Bangladeshi Private University14
Policy Mechanisms of the Standard Language Ideology in England’s Education System13
An Elementary School EFL Teacher’s Emotional Intelligence and Emotional Labor13
“Disinvestment” in Learners’ Multilingual Identities: English Learning, Imagined Identities, and Neoliberal Subjecthood in Pakistan13
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges12
“It’s Not Fair”: Discourses of Deficit, Equity, and Effort in Mixed Heritage and Second Language Spanish Classes12
“Teacher, Man Mitoonam …?”: Translanguaging and English Language Teacher Emotion Labor11
Professional Identity Tensions in EFL Preservice Teachers: A Collective Case Study of Three International Students in South Korea10
EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching10
Translanguaging Interpretive Power in Formative Assessment Co-Design: A Catalyst for Science Teacher Agentive Shifts10
Preparing Pre-Service Content Area Teachers Through Translanguaging10
Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers10
Professional Identity Development of Iranian EFL Teachers: Workplace Conflicts and Identity Fluctuations9
Critical Multilingual Language Awareness Among Migrant Students: Cultivating Curiosity and a Linguistics of Participation9
“This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy9
The Medium of Instruction in Bangladeshi Higher Education Institutions: Bangla, English, or Both?9
Pre-Service Teachers’ Learning about Language Learning and Teaching: A Nexus Analysis of Study Abroad Blogging8
CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education8
Subverting the Erasure: Decolonial Efforts, Indigenous Language Education and Language Policy in Nepal8
Chinese Language Policy and Uyghur Youth: Examining Language Policies and Language Ideologies8
Translingual Youth Podcasts as Acoustic Allies: Writing and Negotiating Identities at the Intersection of Literacies, Language and Racialization8
Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education8
Third Space, New Ethnic Identities, and Possible Selves in the Imagined Communities: A Case of Korean Heritage Language Speakers8
(Mis-/Under-)Representations of Gender and Sexuality in Locally-Produced ELT Materials8
“Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community7
Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science7
Requirements Meet Reality: Finnish Teachers’ Practices in Linguistically Diverse Classrooms7
Dominic’s Story: The “Pedagogy of Discomfort” and Learner Identity in Flux7
“[It] Changed Everything”: The Effect of Shifting Social Structures on Queer L2 Learners’ Identity Management7
Agency in the Nexus of Identity and Social Network: Understanding the Second Language Socialization Experiences of International Students in China6
Identities and Language Use across Contexts in a Multilingual University in Hong Kong: A Filipina International Student’s Narrativized Account6
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate TESOL Course6
School District Responses to Cultural and Linguistic Change: Competing Discourses of Equity, Competition, and Community6
Language, Globalisation, and National Identity : A Study of English-Medium Policy and Practice in Indonesia6
Multilingualism and Reading Identities in Prekindergarten: Young Children Connecting Reading, Language, and the Self5
“It’s Like They Don’t Recognize What I Bring to the Classroom”: African Immigrant Youths’ Multilingual and Multicultural Navigation in United States Schools5
Facing Rootlessness: Language and Identity Construction in Teaching and Research Practices Among Bilingual Returnee Scholars in China5
“Open Your Mind, Sharpen Your Wits”: A Narrative Approach to the Benefits of Study Abroad as Perceived by Erasmus+ Students5
Meaning-Making Process of Ethnicity: A Case of Japanese Mixed Heritage Youth5
“A Good Start”: A New Approach to Gauging Preservice Teachers’ Critical Language Awareness5
Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie5
Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools5
Cultural Exchange during English-Language Voluntourism (EVT) in Lima, Peru: A Postcolonial Analysis5
Knowledge Building through Collaborative, Translation and Translanguaging Practices5
“A Different Story to Share”: Asian American English Teachers in Taiwan and Idealized “Nativeness” in EFL5
Multilingual Identity in Schools: A Q Methodological Study with Chinese LOTE-as-L3 Learners in International and Public High School Contexts4
“My Religion Guides Me, Even as a Teacher”: Examining Religious Identities of English Language Teachers in Kuwait4
Japanese L2 English Learners’ Positions in Miscommunication: Who Is Responsible for Failures?4
To Transform or Not to Transform? Understanding the Digital Literacies of Rural Lower-Class EFL Learners4
Mapping Out Unequal Englishes in English-Medium Classrooms4
Disrupting Evasion Pedagogies4
The Negotiation of Students’ National Identities in a Bilingual School in Honduras4
“A Viable Path for Education”—Indigenous-Language Immersion and Sustainable Self-Determination4
Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives4
Language Teacher Identity Construction: Reflective Conversation4
Mixed-Heritage Individuals and Systemic Risk During Negotiation of Identity4
Identities of Resignation: Threats to Indigenous Languages from Neoliberal Linguistic and Educational Practices4
Hablando Pa’tras: Developing Critical Conscious Bilingual Teacher Education Programs in Mexican-American/Latinophobic Times4
A Language-Based Approach to Content Instruction (LACI) for Multilingual Learners: Six Cs of Scaffolding in First Grade4
The “Other” Latinx: The (Non)existent Representation of Afro-Latinx in Spanish Language Textbooks4
Parents’ Investment in a French-English Dual Language Immersion Program in the United States4
A Cross-Linguistic Study of Interactional Metadiscourse in English and Chinese Research Articles by the Same Chinese Scholars3
Girls Becoming Mathematicians: Identity and Agency in the Figured World of the English-Medium Primary School3
“I Also Like It That People Care About Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings3
From DACA to Dark Souls: MMORPGs as Sanctuary, Sites of Language/Identity Development, and Third-Space Translanguaging Pedagogy for Los Otros Dreamers3
Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies3
Growing Critical Bilingual Literacies in a Bilingual Teacher Residency Program3
“Je Suis Youtubeur”: Multilingual Multimodal Composing Abroad3
Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos3
Spanish Language Development and Support in a Bilingual Teacher Preparation Program3
“Para Que Los Demás Se Diviertan Un Poco”: Negotiating Social Interactions in a Culturally and Linguistically Diverse Classroom3
Multilingual “Native” Speakers of the English Language: The Perceptions of University Students from the United Kingdom, Singapore and South Korea3
Investment, Chinese Language Learning and Imagined Identities: A Case Study of African International Students in China3
Strategies for Sisterhood in the Language Education Academy3
Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood3
Academic Staff Engagement with Institutional Language Support: Insights into the Navigation of Linguistic Identities in Higher Education3
Si no estás defendiendo tus alumnos, que estás haciendo en el salón? A Mexican Immigrant Teacher’s Journey to Critical Consciousness3
Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies3
Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text3
Las Del Istmo Son Muy Cabronas”: Teaching an Indigenous Language in a Language Teaching Preparation BA Program3
A Gender Perspective on Language, Ethnicity, and Otherness in the Serbian Higher Education System3
Becoming Uyghur Elites: How Uyghur Women in a Mainstream Chinese University Negotiate Their Gendered Identities3
“Esprit de Corps”: Ingroup Identity Construction and Contextual Conceptualisations Among the (Para)military Discourse Community3
Under/misrepresentation of Ghanaian Languages in the Literature Curriculum in Senior High Schools3
Orchestrating Critical Race Talk towards Institutional Change3
Translanguaging in Teaching and Learning Science in Selected Multilingual Elementary Classrooms in the Philippines3
“I Had so Many Conflicts in My Mind”: Navigating the Doctoral Journey across Languages and Cultures3
Navigating Tensions and Leveraging Identities: A Young Trilingual Child’s Emerging Language Ideologies3
Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education: Introduction to the Special Issue3
Más allá de la lengua: Embracing the Messiness as Bilingual Teacher Educators3