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Cited by

• 2012Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study145 cited
• 2021Models of EMI pedagogies: At the interface of language use and interaction65 cited
• 2011Form-focused instruction: A case study of Vietnamese teachers’ beliefs and practices49 cited
• 2011The First Language in Science Class: A Quasi‐Experimental Study in Late French Immersion45 cited
• 2019Language focused episodes by monolingual teachers in English Medium Instruction science lessons38 cited
• 2013The use of the L1 in CLIL classes: The teachers’ perspective35 cited
• 2014Research perspectives on immersion pedagogy35 cited
• 2020Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts34 cited
• 2015Language alternation and language norm in vocational content and language integrated learning33 cited
• 2019Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning30 cited
• 2022Blending translanguaging and CLIL: pedagogical benefits and ideological challenges in a Bangladeshi classroom26 cited
• 2020Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use22 cited