Holly Hansen‐Thomas

515 total citations
22 papers, 273 citations indexed

About

Holly Hansen‐Thomas is a scholar working on Literature and Literary Theory, Education and Linguistics and Language. According to data from OpenAlex, Holly Hansen‐Thomas has authored 22 papers receiving a total of 273 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Literature and Literary Theory, 10 papers in Education and 9 papers in Linguistics and Language. Recurrent topics in Holly Hansen‐Thomas's work include Multilingual Education and Policy (9 papers), EFL/ESL Teaching and Learning (8 papers) and Second Language Learning and Teaching (8 papers). Holly Hansen‐Thomas is often cited by papers focused on Multilingual Education and Policy (9 papers), EFL/ESL Teaching and Learning (8 papers) and Second Language Learning and Teaching (8 papers). Holly Hansen‐Thomas collaborates with scholars based in United States. Holly Hansen‐Thomas's co-authors include Mary Amanda Stewart, Andy Cavagnetto, Juliet Langman and Laura Baecher and has published in prestigious journals such as SHILAP Revista de lepidopterología, Reading Research Quarterly and Research in the Teaching of English.

In The Last Decade

Holly Hansen‐Thomas

21 papers receiving 243 citations

Peers

Holly Hansen‐Thomas

LLT

EDUCA

SPS

Yvette Slaughter Australia

Jenni Alisaari Finland

Judy Sharkey United States

Katie A. Bernstein United States

Mihyon Jeon Canada

Shondel Nero United States

Priti Sandhu United States

Virgínia Unamuno Argentina

Johanna Ennser‐Kananen Finland

Anna Krulatz Norway

Yvette Slaughter Australia

Holly Hansen‐Thomas

133 ×0.9

122 ×0.9

LLT

101 ×0.9

81 ×0.7

EDUCA

17 ×0.5

SPS

Citations per year, relative to Holly Hansen‐Thomas Holly Hansen‐Thomas (= 1×) peers Yvette Slaughter

Countries citing papers authored by Holly Hansen‐Thomas

Since Specialization

Citations

This map shows the geographic impact of Holly Hansen‐Thomas'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 Holly Hansen‐Thomas with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Holly Hansen‐Thomas more than expected).

Fields of papers citing papers by Holly Hansen‐Thomas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Holly Hansen‐Thomas. 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 Holly Hansen‐Thomas. The network helps show where Holly Hansen‐Thomas may publish in the future.

Co-authorship network of co-authors of Holly Hansen‐Thomas

This figure shows the co-authorship network connecting the top 25 collaborators of Holly Hansen‐Thomas. A scholar is included among the top collaborators of Holly Hansen‐Thomas 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 Holly Hansen‐Thomas. Holly Hansen‐Thomas is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Hansen‐Thomas, Holly, et al.. (2023). Putting Critical Language Pedagogy into Practice. 2 indexed citations

Hansen‐Thomas, Holly, et al.. (2021). Understanding the power of Latinx families to support the academic and personal development of their children. Bilingual Research Journal. 44(3). 381–400. 6 indexed citations

Stewart, Mary Amanda, et al.. (2021). Translingual Disciplinary Literacies: Equitable Language Environments to Support Literacy Engagement. Reading Research Quarterly. 57(1). 181–203. 7 indexed citations

Hansen‐Thomas, Holly, et al.. (2021). Una Noche de Música: Sustaining Our Students’ Culture. 35(2). 13–19. 6 indexed citations

Hansen‐Thomas, Holly, et al.. (2020). Study Abroad for Critical Multilingual Language Awareness Development in ESL and Bilingual Teacher Candidates.. Teaching English as a Second or Foreign Language--TESL-EJ. 23(4). 6 indexed citations

Hansen‐Thomas, Holly, et al.. (2020). Co-learning in the High School English Class through Translanguaging: Emergent Bilingual Newcomers and Monolingual Teachers. Journal of Language Identity & Education. 20(3). 151–166. 32 indexed citations

Hansen‐Thomas, Holly, et al.. (2019). The Role of Language Objectives: Strengthening Math and Science Teachers’ Language Awareness with Emergent Bilinguals in Secondary Classrooms. SHILAP Revista de lepidopterología. 11(2). 193–214. 8 indexed citations

Hansen‐Thomas, Holly, et al.. (2018). Culture Clash in the Multicultural Classroom: A Case Study From a Newcomer School. English Language Teaching. 11(4). 82–82. 4 indexed citations

Langman, Juliet & Holly Hansen‐Thomas. (2017). Discourse Analytic Perspectives on STEM Education. DIAL (Catholic University of Leuven). 10 indexed citations

10.

Hansen‐Thomas, Holly & Juliet Langman. (2017). Deictics and the construction of mathematics and science knowledge in the secondary school classroom. Classroom Discourse. 8(2). 122–138. 4 indexed citations

11.

Stewart, Mary Amanda & Holly Hansen‐Thomas. (2016). Sanctioning a Space for Translanguaging in the Secondary English Classroom: A Case of a Transnational Youth. Research in the Teaching of English. 50(4). 450–472. 38 indexed citations

12.

Hansen‐Thomas, Holly, et al.. (2015). ESL Mentoring for Secondary Rural Educators: Math and Science Teachers Become Second Language Specialists Through Collaboration. TESOL Journal. 6(4). 766–776. 6 indexed citations

13.

Hansen‐Thomas, Holly, et al.. (2015). High-stakes plumbing in the twenty-first century: Fixing the cracks in the academic pipeline for undocumented English Language Learners. Learning and Teaching. 8(2). 48–71. 2 indexed citations

14.

Hansen‐Thomas, Holly, et al.. (2014). I do not feel I am properly trained to help them! Rural teachers’ perceptions of challenges and needs with English-language learners. Professional Development in Education. 42(2). 308–324. 42 indexed citations

15.

Hansen‐Thomas, Holly, et al.. (2014). Teacher development: De facto teacher leaders for English language learners. 5(1). 6 indexed citations

16.

Hansen‐Thomas, Holly & Andy Cavagnetto. (2010). What Do Mainstream Middle School Teachers Think About Their English Language Learners? A Tri-State Case Study. Bilingual Research Journal. 33(2). 249–266. 23 indexed citations

17.

Hansen‐Thomas, Holly. (2009). Reform-Oriented Mathematics in Three 6th Grade Classes: How Teachers Draw in ELLs to Academic Discourse. Journal of Language Identity & Education. 8(2-3). 88–106. 16 indexed citations

18.

Hansen‐Thomas, Holly. (2008). An investigation of innovative quotatives in adolescent Chicana English in Texas. Intercultural Pragmatics. 5(1). 8 indexed citations

19.

Hansen‐Thomas, Holly. (2008). Sheltered Instruction: Best Practices for ELLs in the Mainstream. Kappa Delta Pi Record. 44(4). 165–169. 27 indexed citations

20.

Hansen‐Thomas, Holly. (2007). Language ideology, citizenship, and identity. Journal of Language and Politics. 6(2). 249–264. 8 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.

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