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This work was supported by the EACEA under Grant 606695-EPP-1-2018-2-FI-EPPKA3-PI-POLICY

Analysis of institutional authors

Llompart-Esbert, JAuthor

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July 1, 2021
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Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Publicated to:Educational Action Research. 31 (2): NULL-284 - 2023-01-01 31(2), DOI: 10.1080/09650792.2021.1925570

Authors: Bergroth, Mari; Llompart-Esbert, Julia; Pepiot, Nathalie; Sierens, Sven; Draznik, Tjasa; Van der Worp, Karin;

Affiliations

Abo Akad Univ, Fac Educ & Welf Studies, Vaasa, Finland - Author
Autonomous Univ Barcelona, Educ Sci Dept, Catalonia, Spain - Author
EHU UPV, Dept Res Methods Educ, Donostia San Sebastian, Spain - Author
Univ Ghent, Linguist Dept, Ghent, Belgium - Author
Univ Ljubljana, Dept Educ Studies, Ljubljana, Slovenia - Author
Univ Paul Valery Montpellier III, Language Sci Dept, Montpellier, France - Author
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Abstract

This article examines the possibilities and challenges in turning a top-down action research project led by high-level public authorities into a shared and collaborative, multi-site and multi-professional bottom-up action research project. For this purpose, the article explores the initial stages of a European level action research project called 'Linguistically Sensitive Teaching in All Classrooms' that aimed to help teacher education systems better acknowledge linguistically diverse student populations in seven European countries. The analysis of the data sought to identify how to promote linguistically sensitive initial teacher education by incorporating reflection tasks into existing courses, and how to transform a top-down research project into a shared and collaborative bottom-up action project. The primary data consisted of 19 video-recorded online research meetings. Qualitative analysis was used to identify 'critical moments' in the data; these included a moment of major insight where transformation of project related ideas took place. The findings showed that linguistically sensitive teaching as a phenomenon is complex and the related terminology challenging to translate between languages and contexts. Furthermore, a European level action research requires negotiating a joint understanding of the roles of the participants and the individual perceptions of project ownership in each context. This suggests that a deeper understanding of the processes of participation and the partnerships involved in the action research may be as valuable as the actual reflection tools developed in the project in securing a systematic change towards linguistically sensitive teacher education.

Keywords

BeliefsEducational policyEuropeInitial teacher educationLanguageLanguage policyParticipatory action researchSchools

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Educational Action Research due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2023, it was in position , thus managing to position itself as a Q1 (Primer Cuartil), in the category Education.

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 9.21, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: Dimensions Jul 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-07-18, the following number of citations:

  • WoS: 2

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-18:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 45.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 68 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 0.25.
  • The number of mentions on the social network X (formerly Twitter): 1 (Altmetric).

Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: Belgium; Finland; France; Slovenia.