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• 2008Fostering transformative practitioners for critical EAP: Possibilities and challenges109 cited
• 2005Integrating traditional and critical approaches to syllabus design: the ‘what’, the ‘how’ and the ‘why?’88 cited
• 2005Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning63 cited
• 2018Collaborations between language and content university instructors: factors and indicators of positive partnerships53 cited
• 2007An Analytical Framework of Language Integration in L2 Content-based Courses: The European Dimension53 cited
• 2011Course‐Taking Patterns of Latino ESL Students: Mobility and Mainstreaming in Urban Community Colleges in the United States48 cited
• 2011Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project41 cited
• 2001Sustained‐Content Language Teaching: An Emerging Definition41 cited
• 2013Research and Development in Higher Education: Connections in Higher Education24 cited
• 2017Effectiveness of the policy of English as a medium of instruction: perspectives and outcomes from the instructors and students of university science courses at a university in the UAE24 cited
• 2009Revitalising the essay in an English for academic purposes course: critical engagement, multiliteracies and the internet22 cited
• 2021Investigating connections between teacher identity and pedagogy in a content-based classroom