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Cited by

• 2015Teaching, Learning, and Leading57 cited
• 2015School leadership along the trajectory from monolingual to multilingual46 cited
• 2015Creating a bilingual pre-school classroom: the multilayered discourses of a bilingual teacher39 cited
• 2023Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan33 cited
• 2018Intentions versus enactment: making sense of policy and practice for teaching English as an additional language27 cited
• 2023From colonial celebration to postcolonial performativity: ‘guilty multilingualism’ and ‘performative agency’ in the English Medium Instruction (EMI) context26 cited
• 2016The Implementation of Mother Tongue-Based Multilingual Education: Seeing It from the Stakeholders’ Perspective22 cited
• 2016Reforming the national core curriculum for bilingual education in Finland21 cited
• 2024The Interplay Between Language Ideologies and Mother Tongue-Based Multilingual Education (MTBMLE) Policy Implementation in the Philippines20 cited
• 2023Gaps between policy aspirations and enactment: graduate students’ struggles with academic English amidst a turbulent transition to the EMI environment in Kazakhstani universities14 cited
• 2020Exploring New York City elementary school principals’ language ideologies13 cited
• 2025Working in the gap: empowering local educators in Taiwan’s bilingual education policy7 cited