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Cited by

• 2006Action Research and the Professional Development of Graduate Teaching Assistants125 cited
• 2014Learning as Reciprocal, Interpretive Meaning‐Making: A View From Collaborative Research Into the Professional Learning of Teachers of Languages123 cited
• 2021Critical language pedagogy: an introduction to principles and values98 cited
• 2009A sociocultural perspective on ESOL teachers’ linguistic knowledge for teaching69 cited
• 2012Feedback From the Field: What Novice PreK–12 ESL Teachers Want to Tell TESOL Teacher Educators63 cited
• 2021Reflective practices in micro teaching from the perspective of preservice teachers: teacher feedback, peer feedback and self-reflection61 cited
• 2015The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition55 cited
• 2010The Uniqueness of EFL Teachers: Perceptions of Japanese Learners52 cited
• 2010Exploring Learner Language40 cited
• 2010Preparing Mainstream Secondary Content-Area Teachers to Facilitate English Language Learners’ Development of Academic Language39 cited
• 2017The Role of Opportunities to Learn in Teacher Preparation for EFL Teachers’ Pedagogical Content Knowledge39 cited
• 2017An exploratory study of academic literacy socialization: Building genre awareness in a teacher education program37 cited