| The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018 R Calafato Lingua 227, 102700, 2019 | 107 | 2019 |
| Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy R Calafato Lingua 246, 102943, 2020 | 55 | 2020 |
| The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf R Calafato, F Tang Lingua 219, 24-38, 2019 | 47 | 2019 |
| Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers R Calafato, F Tang System 84, 133-144, 2019 | 40 | 2019 |
| Language teacher multilingualism in Norway and Russia: Identity and beliefs R Calafato European Journal of Education 55 (4), 602-618, 2020 | 35 | 2020 |
| Age as a factor in Russian EFL teacher attitudes towards literature in language education R Calafato, A Paran Teaching and Teacher Education 79, 28-37, 2019 | 34 | 2019 |
| Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia R Calafato Teaching and Teacher Education 105, 103401, 2021 | 30 | 2021 |
| “I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan R Calafato System 103, 102645, 2021 | 27 | 2021 |
| Evaluating teacher multilingualism across contexts and multiple languages: Validation and insights R Calafato Heliyon 6 (8), e04471, 2020 | 26* | 2020 |
| Художественная литература в обучении английскому языку в России Р Калафато Вопросы образования, 91-116, 2018 | 24 | 2018 |
| Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability R Calafato, F Gudim Language Teaching Research 26 (5), 826-846, 2022 | 23 | 2022 |
| Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates F Tang, R Calafato Foreign Language Annals 54 (1), 233-254, 2021 | 22 | 2021 |
| Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia R Calafato Educational Studies, 91-116, 2018 | 22 | 2018 |
| Comics as a multimodal resource and students’ willingness to communicate in Russian R Calafato, F Gudim Journal of Graphic Novels and Comics 13 (2), 270-286, 2022 | 20 | 2022 |
| “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of … R Calafato Studies in Second Language Learning and Teaching 11 (4), 579-606, 2021 | 17 | 2021 |
| Fidelity to participants when researching multilingual language teachers: A systematic review R Calafato Review of Education 10 (1), e3344, 2022 | 13 | 2022 |
| Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom R Calafato, K Simmonds Studies in Educational Evaluation 75, 101214, 2022 | 10 | 2022 |
| “You have to repeat Chinese to mother!”: multilingual identity, emotions, and family language policy in transnational multilingual families F Tang, R Calafato Applied Linguistics Review 15 (2), 427-448, 2024 | 9 | 2024 |
| Multilingual teacher identity in the Emirates: Implications for language policy and education R Calafato Linguistic Identities in the Arab Gulf states: Waves of Change, 198-214, 2022 | 9 | 2022 |
| Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia R Calafato Pedagogika 132 (4), 178-196, 2018 | 9 | 2018 |
Amos ParanUCL Institute of EducationVerified email at ucl.ac.uk
Amos ParanUCL Institute of EducationVerified email at ucl.ac.uk