Nancy L. Commins

672 total citations · 1 hit paper
22 papers, 450 citations indexed

About

Nancy L. Commins is a scholar working on Literature and Literary Theory, Linguistics and Language and Education. According to data from OpenAlex, Nancy L. Commins has authored 22 papers receiving a total of 450 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Literature and Literary Theory, 11 papers in Linguistics and Language and 11 papers in Education. Recurrent topics in Nancy L. Commins's work include Second Language Learning and Teaching (12 papers), Multilingual Education and Policy (11 papers) and EFL/ESL Teaching and Learning (6 papers). Nancy L. Commins is often cited by papers focused on Second Language Learning and Teaching (12 papers), Multilingual Education and Policy (11 papers) and EFL/ESL Teaching and Learning (6 papers). Nancy L. Commins collaborates with scholars based in United States, Finland and Norway. Nancy L. Commins's co-authors include Emmanuel O. Acquah, Jenni Alisaari, Leena Maria Heikkola, Diep N. Nguyen, Mark A. Clarke and Kara Mitchell Viesca and has published in prestigious journals such as American Educational Research Journal, Teaching and Teacher Education and Journal of Teacher Education.

In The Last Decade

Nancy L. Commins

20 papers receiving 403 citations

Hit Papers

Monolingual ideologies confronting multilingual realities... 2019 2026 2021 2023 2019 50 100 150
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
    2019 155 citations Jenni Alisaari, Leena Maria Heikkola et al. Teaching and Teacher Education profile →

Peers

Nancy L. Commins
Tatyana Kleyn United States
Tom Stritikus United States
Bogum Yoon United States
Christian Faltis United States
Amy J. Heineke United States
Chris K. Chang‐Bacon United States
Luis E. Poza United States
Mahera Ruby United Kingdom
Ailie Cleghorn Canada
Gloria Park United States
Tatyana Kleyn United States
Nancy L. Commins
Citations per year, relative to Nancy L. Commins Nancy L. Commins (= 1×) peers Tatyana Kleyn

Countries citing papers authored by Nancy L. Commins

Since Specialization
Citations

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

Fields of papers citing papers by Nancy L. Commins

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Nancy L. Commins. 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 Nancy L. Commins. The network helps show where Nancy L. Commins may publish in the future.

Co-authorship network of co-authors of Nancy L. Commins

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

All Works

20 of 20 papers shown
1.
Viesca, Kara Mitchell & Nancy L. Commins. (2025). Humanizing Pedagogies with Multilingual Learners.
2.
Heikkola, Leena Maria, et al.. (2022). Requirements Meet Reality: Finnish Teachers’ Practices in Linguistically Diverse Classrooms. Journal of Language Identity & Education. 23(4). 433–449. 14 indexed citations
3.
Alisaari, Jenni, et al.. (2022). Teaching immigrant students: Finnish teachers' understandings and attitudes. Teaching and Teacher Education. 114. 103689–103689. 19 indexed citations
4.
Alisaari, Jenni, Leena Maria Heikkola, Nancy L. Commins, & Emmanuel O. Acquah. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education. 80. 48–58. 155 indexed citations breakdown →
5.
Acquah, Emmanuel O., et al.. (2016). Preparing Teachers for Linguistic and Cultural Diversity: Experiences of Finnish Teacher Trainees. Åbo Akademi University Research Portal. 2 indexed citations
6.
Acquah, Emmanuel O. & Nancy L. Commins. (2016). International students’ perspectives of a diverse class on multiculturalism. Journal of Further and Higher Education. 42(2). 193–204. 8 indexed citations
7.
Acquah, Emmanuel O. & Nancy L. Commins. (2016). Methods that matter in addressing cultural diversity with teacher candidates. Teaching in Higher Education. 22(5). 501–518. 18 indexed citations
8.
Acquah, Emmanuel O. & Nancy L. Commins. (2015). Critical reflection as a key component in promoting pre-service teachers’ awareness of cultural diversity. Reflective Practice. 16(6). 790–805. 36 indexed citations
9.
Commins, Nancy L.. (2014). Supporting Bilingual Learners and their Families: Key Understandings for Pre-Service Teachers and the Institutions that Prepare Them. Association of Mexican American Educators Journal. 8(1). 102–111. 4 indexed citations
10.
Acquah, Emmanuel O. & Nancy L. Commins. (2013). Pre-service teachers’ beliefs and knowledge about multiculturalism. European Journal of Teacher Education. 36(4). 445–463. 44 indexed citations
11.
Commins, Nancy L., et al.. (2011). Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (2nd Edition). 5 indexed citations
12.
Nguyen, Diep N. & Nancy L. Commins. (2007). Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers. 8 indexed citations
13.
Commins, Nancy L., et al.. (2006). Linguistic Diversity and Teaching. 10 indexed citations
14.
Commins, Nancy L., et al.. (2006). Addressing Linguistic Diversity from the Outset. Journal of Teacher Education. 57(3). 240–246. 41 indexed citations
15.
Commins, Nancy L., et al.. (1999). Meeting the Challenge of Linguistic Diversity: A Comprehensive Approach to School Restructuring. Educational Considerations. 26(2). 1 indexed citations
16.
Commins, Nancy L.. (1992). Parents and Public Schools: The Experiences of Four Mexican Immigrant Families.. 8(2). 40–45. 10 indexed citations
17.
Commins, Nancy L.. (1989). Language and Affect: Bilingual Students at Home and at School. Language Arts. 66(1). 29–43. 25 indexed citations
18.
Commins, Nancy L., et al.. (1989). Perceived and Actual Linguistic Competence: A Descriptive Study of Four Low-Achieving Hispanic Bilingual Students. American Educational Research Journal. 26(4). 443–443. 1 indexed citations
19.
Commins, Nancy L., et al.. (1989). Perceived and Actual Linguistic Competence: A Descriptive Study of Four Low-Achieving Hispanic Bilingual Students. American Educational Research Journal. 26(4). 443–472. 35 indexed citations
20.
Commins, Nancy L., et al.. (1987). A Descriptive Study of the Linguistic Abilities of a Selected Group of Low Achieving Hispanic Bilingual Students. 3 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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