Tom Morton

1.4k total citations
39 papers, 767 citations indexed

About

Tom Morton is a scholar working on Literature and Literary Theory, Language and Linguistics and Developmental and Educational Psychology. According to data from OpenAlex, Tom Morton has authored 39 papers receiving a total of 767 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Literature and Literary Theory, 22 papers in Language and Linguistics and 9 papers in Developmental and Educational Psychology. Recurrent topics in Tom Morton's work include Second Language Learning and Teaching (29 papers), EFL/ESL Teaching and Learning (21 papers) and Discourse Analysis in Language Studies (8 papers). Tom Morton is often cited by papers focused on Second Language Learning and Teaching (29 papers), EFL/ESL Teaching and Learning (21 papers) and Discourse Analysis in Language Studies (8 papers). Tom Morton collaborates with scholars based in Spain, United Kingdom and Türkiye. Tom Morton's co-authors include Ana Llinares, Teppo Jakonen, Rachel Whittaker, Natalia Evnitskaya, John Gray, Anne O’Keeffe, Steve Walsh, John Gray, Peggy Soule Odegard and Lynne Robins and has published in prestigious journals such as SHILAP Revista de lepidopterología, TESOL Quarterly and Teaching and Teacher Education.

In The Last Decade

Tom Morton

34 papers receiving 722 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Tom Morton Spain	14	601	480	153	131	112	39	767
Joana Duarte Netherlands	12	397 0.7×	335 0.7×	51 0.3×	109 0.8×	393 3.5×	49	562
Anita Y. K. Poon Hong Kong	10	201 0.3×	158 0.3×	29 0.2×	74 0.6×	197 1.8×	16	339
Barbara J. Hoekje United States	9	175 0.3×	203 0.4×	42 0.3×	83 0.6×	58 0.5×	18	330
Elizabeth R. Howard United States	12	350 0.6×	304 0.6×	154 1.0×	275 2.1×	457 4.1×	40	653
Helen Woodfield United Kingdom	11	187 0.3×	288 0.6×	38 0.2×	50 0.4×	90 0.8×	19	383
Shannon M. Daniel United States	14	249 0.4×	206 0.4×	92 0.6×	226 1.7×	253 2.3×	26	498
Wendy Li United States	11	180 0.3×	188 0.4×	22 0.1×	111 0.8×	105 0.9×	17	333
Judith Rochecouste Australia	14	115 0.2×	133 0.3×	45 0.3×	171 1.3×	120 1.1×	33	379
Jenny Hammond United Kingdom	6	146 0.2×	149 0.3×	104 0.7×	136 1.0×	52 0.5×	7	362
Antonella Valeo Canada	8	127 0.2×	147 0.3×	80 0.5×	82 0.6×	39 0.3×	13	252

Countries citing papers authored by Tom Morton

Since Specialization

Citations

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

Fields of papers citing papers by Tom Morton

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Tom Morton. 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 Tom Morton. The network helps show where Tom Morton may publish in the future.

Co-authorship network of co-authors of Tom Morton

This figure shows the co-authorship network connecting the top 25 collaborators of Tom Morton. A scholar is included among the top collaborators of Tom Morton 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 Tom Morton. Tom Morton 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

1.

Morton, Tom. (2025). Multilingualism in content and language integrated learning (CLIL) classroom contexts: Commentary on the special issue. Learning and Instruction. 98. 102112–102112. 1 indexed citations

2.

Morton, Tom. (2025). Beyond inter- and transdisciplinarity. 4(1). 123–142.

3.

Morton, Tom, et al.. (2024). Epistemic positioning and knowledge-building in postgraduate neuroscience classroom interaction. Journal of Pragmatics. 232. 72–90.

4.

Morton, Tom. (2024). Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching: methodological challenges and innovations. Teaching in Higher Education. 1–19.

5.

Morton, Tom, et al.. (2023). Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices. Journal of English for Academic Purposes. 65. 101285–101285. 4 indexed citations

6.

Morton, Tom, et al.. (2023). Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module. Journal of Multilingual and Multicultural Development. 46(7). 1815–1832. 5 indexed citations

7.

Morton, Tom, et al.. (2021). The challenges of English medium instruction for subject lecturers: a shared viewpoint. ELT Journal. 76(2). 208–217. 9 indexed citations

8.

Morton, Tom. (2020). Cognitive Discourse Functions: A Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL. SHILAP Revista de lepidopterología. 3(1). 7–7. 48 indexed citations

9.

Morton, Tom. (2020). Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment. International Journal of Bilingual Education and Bilingualism. 26(3). 363–368. 10 indexed citations

10.

Gray, John & Tom Morton. (2018). Social Interaction and English Language Teacher Identity. Edinburgh University Press eBooks. 7 indexed citations

11.

Morton, Tom & John Gray. (2018). Social Interaction and English Language Teacher Identity. Edinburgh University Press eBooks. 14 indexed citations

12.

Morton, Tom. (2017). Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism. 21(3). 275–286. 61 indexed citations

13.

Morton, Tom & Ana Llinares. (2016). Content and Language Integrated Learning (CLIL). 1–16. 1 indexed citations

14.

Morton, Tom & Ana Llinares. (2016). Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme. International Journal of Bilingual Education and Bilingualism. 21(4). 496–508. 13 indexed citations

15.

Morton, Tom. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. Language Learning Journal. 43(3). 256–270. 35 indexed citations

16.

Walsh, Steve, Tom Morton, & Anne O’Keeffe. (2011). Analysing university spoken interaction. International Journal of Corpus Linguistics. 16(3). 325–345. 17 indexed citations

17.

Elkins, James, et al.. (2010). Judgment and Contemporary Art Criticism. E-Artexte (Artexte). 1 indexed citations

18.

Morton, Tom & John Gray. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research. 14(3). 297–317. 22 indexed citations

19.

Odegard, Peggy Soule, Lynne Robins, Basia Belza, et al.. (2009). Interprofessional Initiatives at the University of Washington. American Journal of Pharmaceutical Education. 73(4). 63–63. 25 indexed citations

20.

Odegard, Peggy Soule, Lynne Robins, Basia Belza, et al.. (2009). Interprofessional Initiatives at the University of Washington. American Journal of Pharmaceutical Education. 73(4). 63–63. 1 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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