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Cited by

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• 2022Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania46 cited
• 2021Namibian Teachers’ Beliefs about Medium of Instruction and Language Education Policy Implementation21 cited
• 2020Language of instruction: a question of disconnected capabilities16 cited
• 2022Namibian teachers’ practices in a multilingual context15 cited
• 2023Second language acquiescence of multilingual students in Tanzania13 cited
• 2024Learning Poverty when schools do not teach in children’s home language: A comparative perspective11 cited
• 2024Exploring the injustices perpetuated by unfamiliar languages of learning and teaching: the importance of multi-angle, learner-focused research7 cited
• 2017Language Education and Globalization6 cited
• 2021Multilingual learning and language-supportive teaching in Rwandan learning materials5 cited
• 2018Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach5 cited
• 2025Language policy implementation in Tanzania: how dual roles of primary school teacher-parents shape educational choices4 cited
• 2015Language in education in sub-Saharan Africa: Language in Africa Special Interest Group (BAAL)