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Cited by

• 2013Classroom code-switching: three decades of research228 cited
• 2016Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices207 cited
• 2019Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World205 cited
• 2016Language Policy and Planning in Language Education: Legacies, Consequences, and Possibilities194 cited
• 2017Reframing language allocation policy in dual language bilingual education187 cited
• 2013A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong182 cited
• 2013Toward Paradigmatic Change in TESOL Methodologies: Building Plurilingual Pedagogies From the Ground Up173 cited
• 2011The practice of policy: Teacher attitudes toward “English only”173 cited
• 2013The use of the L1 in CLIL classes: The teachers' perspective120 cited
• 2012Functions of L1 in the collaborative interaction of beginning and advanced second language learners117 cited
• 2015‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL116 cited
• 2013An Emergent Perspective on the Use of the First Language in the English‐as‐a‐Foreign‐Language Classroom105 cited
• 2014How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning