Claudine Kirsch

997 total citations
42 papers, 545 citations indexed

About

Claudine Kirsch is a scholar working on Linguistics and Language, Language and Linguistics and Literature and Literary Theory. According to data from OpenAlex, Claudine Kirsch has authored 42 papers receiving a total of 545 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Linguistics and Language, 22 papers in Language and Linguistics and 20 papers in Literature and Literary Theory. Recurrent topics in Claudine Kirsch's work include Multilingual Education and Policy (23 papers), Second Language Learning and Teaching (19 papers) and EFL/ESL Teaching and Learning (13 papers). Claudine Kirsch is often cited by papers focused on Multilingual Education and Policy (23 papers), Second Language Learning and Teaching (19 papers) and EFL/ESL Teaching and Learning (13 papers). Claudine Kirsch collaborates with scholars based in Luxembourg, Germany and United Kingdom. Claudine Kirsch's co-authors include Sascha Neumann, Pascale Engel de Abreu, Elizeu Coutinho de Macedo, Neander Abreu, Mila Schwartz, Nancy H. Hornberger, Heinz Bürger, Ingrid de Saint‐Georges, Lisa Rosén and Joana Duarte and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Adolescent Health and Computers & Geosciences.

In The Last Decade

Claudine Kirsch

38 papers receiving 503 citations

Peers

Claudine Kirsch

LLT

EDUCA

DEP

Sue Garton United Kingdom

Martha Bigelow United States

Mari Haneda United States

Sandra R. Schecter Canada

Seyyed Ayatollah Razmjoo Iran

Eurydice Bauer United States

Annamaria Pinter United Kingdom

Yvonne S. Freeman United States

Lisa Pray United States

Sue Garton United Kingdom

Claudine Kirsch

191 ×0.7

446 ×1.8

363 ×1.5

LLT

294 ×2.1

EDUCA

109 ×1.2

DEP

Citations per year, relative to Claudine Kirsch Claudine Kirsch (= 1×) peers Sue Garton

Countries citing papers authored by Claudine Kirsch

Since Specialization

Citations

This map shows the geographic impact of Claudine Kirsch's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Claudine Kirsch with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Claudine Kirsch more than expected).

Fields of papers citing papers by Claudine Kirsch

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Claudine Kirsch. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Claudine Kirsch. The network helps show where Claudine Kirsch may publish in the future.

Co-authorship network of co-authors of Claudine Kirsch

This figure shows the co-authorship network connecting the top 25 collaborators of Claudine Kirsch. A scholar is included among the top collaborators of Claudine Kirsch based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Claudine Kirsch. Claudine Kirsch is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Kirsch, Claudine & Nancy H. Hornberger. (2024). Multiple lenses to understand and shape multilingual literacy practices in Early Childhood Education. Language Culture and Curriculum. 37(3). 289–309. 5 indexed citations

Kirsch, Claudine. (2024). Monolingual and Translingual Dialogic Reading Practices in Early Childhood Education. Creative Education. 15(11). 2259–2278. 1 indexed citations

Kirsch, Claudine. (2024). Reimers, F.M. (Eds.) (2022): Primary and secondary education during Covid-19: disruptions to educational opportunity during a pandemic. Open Repository and Bibliography (University of Luxembourg). 17(2). 443–446.

Andréoli, F, et al.. (2024). The subjective treatment effects of COVID-19 on child well-being: evidence from Luxembourg. International Review of Economics. 71(3). 575–596.

Kirsch, Claudine. (2024). Including adults and peers through translanguaging in literacy activities. Journal of Multilingual and Multicultural Development. 1–15.

Kirsch, Claudine, et al.. (2023). Educators, parents and children engaging in literacy activities in multiple languages: an exploratory study. International Journal of Multilingualism. 20(4). 1386–1403. 11 indexed citations

Kirsch, Claudine, et al.. (2023). Students’ perspectives on their academic achievement during the Covid-19 pandemic: Learner autonomy, school satisfaction and adult support. SHILAP Revista de lepidopterología. 7(1). 100433–100433. 5 indexed citations

Kirsch, Claudine, et al.. (2023). Coping With the Pandemic in 2020 and 2021: A Mixed-Method Study of Adolescents in Luxembourg. SAGE Open. 13(4). 1 indexed citations

Kirsch, Claudine, et al.. (2021). Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg. International Journal of Bilingual Education and Bilingualism. 26(8). 943–959. 16 indexed citations

10.

Kirsch, Claudine, et al.. (2021). Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries. International Journal of Educational Research Open. 2. 100049–100049. 24 indexed citations

11.

Abreu, Pascale Engel de, et al.. (2021). Subjective Well-Being of Adolescents in Luxembourg, Germany, and Brazil During the COVID-19 Pandemic. Journal of Adolescent Health. 69(2). 211–218. 59 indexed citations

12.

Kirsch, Claudine. (2021). Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg. European Early Childhood Education Research Journal. 29(3). 336–350. 14 indexed citations

13.

Kirsch, Claudine, et al.. (2020). Developing multilingual practices in early childhood education through professional development in Luxembourg. International Multilingual Research Journal. 14(4). 319–337. 32 indexed citations

14.

Kirsch, Claudine, et al.. (2020). SUBJECTIVE WELL-BEING AND STAY-AT-HOME EXPERIENCES OF CHILDREN AGED 6-16 DURING THE FIRST WAVE OF THE COVID-19 PANDEMIC IN LUXEMBOURG . A report of the project COVID-Kids. Open Repository and Bibliography (University of Luxembourg). 7 indexed citations

15.

Kirsch, Claudine. (2017). Young children capitalising on their entire language repertoire for language learning at school. Language Culture and Curriculum. 31(1). 39–55. 33 indexed citations

16.

Kirsch, Claudine. (2011). Ideologies, struggles and contradictions: an account of mothers raising their children bilingually in Luxembourgish and English in Great Britain. International Journal of Bilingual Education and Bilingualism. 15(1). 95–112. 57 indexed citations

17.

Kirsch, Claudine. (2011). The Development of Language Learning Strategies. Goldsmiths (University of London).

18.

Kirsch, Claudine. (2008). Developing intercultural competence. Open Repository and Bibliography (University of Luxembourg). 16 indexed citations

19.

Kirsch, Claudine. (2006). Young Children Learning Languages in a Multilingual Context. International Journal of Multilingualism. 3(4). 258–279. 9 indexed citations

20.

Bürger, Heinz, et al.. (1989). The application of microcomputers in exploration and exploitation of mineral deposits. Computers & Geosciences. 15(4). 587–591. 5 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact