| Language teaching as sociocultural activity: Rethinking language teacher practice R Cross The modern language journal 94 (3), 434-452, 2010 | 340 | 2010 |
| Socially inclusive teaching: Belief, design, action as pedagogic work T Gale, C Mills, R Cross Journal of teacher education 68 (3), 345-356, 2017 | 145 | 2017 |
| Research and evaluation of the content and language integrated learning (CLIL) approach to teaching and learning languages in Victorian schools R Cross, M Gearon Melbourne Graduate School of Education. Retrieved online from http://www …, 2013 | 79 | 2013 |
| Creative in finding creativity in the curriculum: The CLIL second language classroom R Cross The Australian Educational Researcher 39 (4), 431-445, 2012 | 74 | 2012 |
| The confluence of doing, thinking and knowing: Classroom practice as the crucible of foreign language teacher identity R Cross, M Gearon Dimensions of professional learning, 53-67, 2007 | 72 | 2007 |
| Identity and language teacher education: The potential for sociocultural perspectives in researching language teacher identity R Cross teaching, and education at the australian association for research in …, 2006 | 60 | 2006 |
| Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms Y Slaughter, R Cross Language Teaching Research 25 (1), 39-60, 2021 | 57 | 2021 |
| Language and content ‘integration’: The affordances of additional languages as a tool within a single curriculum space R Cross Journal of Curriculum Studies 48 (3), 388-408, 2016 | 52 | 2016 |
| Troubling literacy: Monolingual assumptions, multilingual contexts, and language teacher expertise R Cross Teachers and Teaching 17 (4), 467-478, 2011 | 51 | 2011 |
| ‘Quality’at a cost: The politics of teacher education policy in Australia M Barnes, R Cross Critical Studies in Education 62 (4), 455-470, 2021 | 46 | 2021 |
| A sociocultural framework for language policy and planning R Cross Language Problems and Language Planning 33 (1), 22-42, 2009 | 46 | 2009 |
| Making space for multilingualism in Australian schooling M Turner, R Cross Language and Education 30 (4), 289-297, 2016 | 38 | 2016 |
| The ‘subject’of Freeman & Johnson’s reconceived knowledge base of second language teacher education R Cross Language Teaching Research 24 (1), 37-48, 2020 | 35 | 2020 |
| Teacher education policy to improve teacher quality: Substantive reform or just another hurdle? M Barnes, R Cross Teachers and Teaching 26 (3-4), 307-325, 2020 | 33 | 2020 |
| Continuous assessment frameworks within university English pathway programs: Realizing formative assessment within high-stakes contexts R Cross, K O'Loughlin Studies in Higher Education 38 (4), 584-594, 2013 | 32 | 2013 |
| Literacy for All: quality language education for few R Cross Language and Education 23 (6), 509-522, 2009 | 31 | 2009 |
| Defining content and language integrated learning for languages education in Australia R Cross Babel 49 (2), 4-15, 2014 | 30 | 2014 |
| Reclaiming the territory: Understanding the specialist knowledge of ESL education for literacy, curriculum, and multilingual learners R Cross TESOL in Context 22 (1), 4-17, 2012 | 29 | 2012 |
| Monolingual curriculum frameworks, multilingual literacy development: ESL teachers’ beliefs R Cross The Australian Journal of Language and Literacy 34 (2), 166-180, 2011 | 28 | 2011 |
| Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling C Mills, T Gale, S Parker, C Smith, R Cross British Journal of Sociology of Education 40 (5), 614-630, 2019 | 26 | 2019 |
