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A holistic model for multilingualism in education
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  • 2021Multilingualism: A threat to public education or a resource in public education? – European histories and realities74 cited
  • 2020Opening minds to translanguaging pedagogies56 cited
  • 2021Language Learning beyond English in the Netherlands: A fragile future?53 cited
  • 2020Integrating translanguaging pedagogy into Italian primary schools: implications for language practices and children's empowerment49 cited
  • 2020‘Red is the colour of the heart’: making young children’s multilingualism visible through language portraits49 cited
  • 2023The Dynamics of Dominant Language Constellations: Moments of Linguistic ‘Ecological Transition’ as Portrayed by Pre-service Language Teachers45 cited
  • 2021INTRODUCTION–Socially just plurilingual education in Europe: shifting subjectivities and practices through research and action41 cited
  • 2020Research priorities in the field of multilingualism and language education: a cross-national examination37 cited
  • 2021Experts’ views on the contribution of language awareness and translanguaging for minority language education35 cited
  • 2021Exploring multiliteracies in multilingual students: Profiles of multilingual writing skills34 cited
  • 2022Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences33 cited
  • 2020Understanding low outcomes in English language education in Austrian middle schools: the role of teachers’ beliefs and practices

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27 cited
  • 2021‘Who really speaks like that?’ – Children’s implicit and explicit attitudes towards multilingual speakers of Dutch24 cited
  • 2022Promoting Plurilingualism Through Linguistic Landscapes: A Multi-Method and Multisite Study in Germany and the Netherlands21 cited
  • 2025A systematic review of empirical studies into multilingual pedagogies and their outcomes in primary education20 cited
  • 2021Translanguaging as a Pedagogical Practice for Successful Inclusion in Linguistically and Culturally Diverse Classrooms18 cited