Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Emotions as entanglements: unpacking teachers’ emotion management and policy negotiation in English-medium instruction programmes
Pramod K. Sah
Language Learning Journal (2023) Vol. 51, Iss. 5, pp. 607-620
Closed Access | Times Cited: 22

Showing 22 citing articles:

Who Has the Right to Express Frustration?: Uneven Emotion Labor Among Students in an EMI Classroom
Juyoung Song
International Journal of Applied Linguistics (2025)
Closed Access | Times Cited: 2
Emotional Entanglements and Intersectional Language Teacher Identities in Critical Autoethnographic Narratives
Bedrettin Yazan
International Journal of Applied Linguistics (2025)
Closed Access | Times Cited: 1
Considering Emotions as Entanglements in Applied Linguistics
Pramod K. Sah, Madhukar KC, Peter I. De Costa
International Journal of Applied Linguistics (2025)
Closed Access | Times Cited: 1
EMI teachers’ emotion labour: capturing classroom, institutional and sociocultural ecologies
Mostafa Nazari, Peter I. De Costa
Journal of Multilingual and Multicultural Development (2024), pp. 1-14
Closed Access | Times Cited: 4
Sticky Objects and Places: Entangled Emotions in an English‐Medium University Educationscape
Sarah Hopkyns
International Journal of Applied Linguistics (2025)
Open Access
Emotional (Dis/Un)entanglement in Becoming an Academic in the Neoliberal Era: Dialogising Transnational Accounts of Being, Thinking and Feeling
Mahtab Janfada, Angel M. Y. Lin, Fei Victor Lim, et al.
International Journal of Applied Linguistics (2025)
Open Access
Racialized Geopolitics and Disrupted Belonging: Students’ Emotional Entanglements After a Campus Closure Announcement
Sara Hillman, Tim Tizon, A. Kannan, et al.
International Journal of Applied Linguistics (2025)
Open Access
Enhancing an equitable language learning environment through translanguaging in English language classrooms
Kufakunesu Zano, Pretty Thandiswa Mpiti
International Journal of Business Ecosystem and Strategy (2687-2293) (2025) Vol. 7, Iss. 2, pp. 436-444
Open Access
Ideologies and Educational Policies

Cambridge University Press eBooks (2025), pp. 17-104
Closed Access
Entrepreneurial Orientations towards Language and Education
Aigerim Kazhigaliyeva, Syed Abdul Manan, Anas Hajar
Cambridge University Press eBooks (2025), pp. 70-86
Closed Access
Multilingualism and multimodality in the CLIL/EMI classroom
Yolanda Ruiz de Zarobe, Mercedes Querol-Julián
Journal of Multilingual and Multicultural Development (2025), pp. 1-19
Closed Access
“ESL Students Can Look White!?”: A Case Study of (Re)Assembled Raciolinguistic Subjectivities and Filtered Ideologies
Curtis Green‐Eneix
Urban Education (2025)
Closed Access
Revisiting the research on teachers’ emotion regulation: A systematic review and future directions
Hongbiao Yin, Wenyan Jiang, Yi Sun
International Journal of Educational Research (2025) Vol. 131, pp. 102615-102615
Closed Access
Plurilingualism and Teacher Burnout
Edmund Selorm Sosu, Yvette Lucas, Patrick Alan Danaher
(2025), pp. 277-300
Closed Access
English as a Medium of Instruction and Teacher Burnout
Yasemin Kırkgöz, Alper Mete Nacar
(2025), pp. 93-114
Closed Access
Understanding English medium instruction (EMI) policy from the perspectives of STEM content teachers in Kazakhstan
Syed Abdul Manan, Anas Hajar
TESOL Journal (2024) Vol. 15, Iss. 4
Open Access | Times Cited: 3
Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study
Yue Ma, Jinghe Han, Scott A. Smith
System (2024) Vol. 125, pp. 103444-103444
Open Access | Times Cited: 2
“We feel excluded and isolated”: Multilingual international students’ emotions and agency in an EMI program
Juan Dong, Yawen Han
Linguistics and Education (2024) Vol. 85, pp. 101361-101361
Closed Access | Times Cited: 1
“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan
Nazerke Amanzhol, Aray Amanova, Bayan Kerimbekova, et al.
Asian Education and Development Studies (2023) Vol. 13, Iss. 1, pp. 31-44
Closed Access | Times Cited: 3
Investigating Entanglements in Experienced Language Teachers’ Sense of Belonging and What Belonging Does
Elizabeth R. Miller, Christina Gkonou
International Journal of Applied Linguistics (2024)
Closed Access
Commentary to the special issue ‘English-medium instruction teachers’ lived experiences and continuing development in multilingual and multicultural contexts’
Jack Pun
Journal of Multilingual and Multicultural Development (2024), pp. 1-8
Closed Access
English-medium instruction (EMI) teachers’ lived experiences and continuing development in multilingual and multicultural contexts: an editorial
Rui Yuan, Xuyan Qiu
Journal of Multilingual and Multicultural Development (2024), pp. 1-6
Closed Access
Page 1

Scroll to top