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Cited by

• 2018Becoming a “language-aware” content teacher52 cited
• 2019Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach48 cited
• 2018Teacher Language Awareness Development and Its Implications for New Educators33 cited
• 2019Teacher language awareness and scaffolded interaction in CLIL science classrooms20 cited
• 2024Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context19 cited
• 2024Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study15 cited
• 2019The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals14 cited
• 2023Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems12 cited
• 2020Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts11 cited
• 2024The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings6 cited
• 2022A glocalized bilingual policy implementation in a junior high school in Taiwan5 cited
• 2023Les approches pédagogiques qui valorisent la diversité linguistique et culturelle pour repenser de façon inclusive la francophonie en contexte minoritaire3 cited
• 2024