Romy Clark

680 citations
8 papers · 293 · h-index 5

Impact in

Papers in

Romy Clark

7 papers receiving 241 citations

Peers

Romy Clark
Comparison fields: 5 of 31
  • Linguistics and Language 154
  • Literature and Literary Theory 212
  • Language and Linguistics 158
  • Education 70
  • Developmental and Educational Psychology 24
Replace Claus Gnutzmann with:
Claus Gnutzmann Germany
Christina Ortmeier-Hooper United States
Guillaume Gentil Canada
Luci Nussbaum Spain
Vershawn Ashanti Young United States
Niina Hynninen Finland
Andrew Suozzo United States
Angela E. Rickford United States
Meryl Siegal
Katie A. Bernstein United States
Romy Clark relative to Claus Gnutzmann Germany Claus Gnutzmann's profile →
Citations per field
00.5×2×4×6×7.5×
Claus Gnutzmann · 1×
Citations per year

Countries citing papers authored by Romy Clark

Since Specialization
Citations

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

Fields of papers citing papers by Romy Clark

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authors

The 3 scholars most cited alongside Romy Clark, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Romy Clark Line = papers co-authored together Romy Clark links everyone, so they are left out of the graph.

All Works

8 of 8 papers shown
#Work
1 1990104
2 201383
3 199181
4
Raising critical awareness of language : a curriculum aim for the new millennium.
199910
5
Developing Critical Reading Practices.
19949
6 19944
7 19992
8
CONSCIENTIZAÇÃO CRÍTICA DA LINGUAGEM
19960

About Romy Clark

Romy Clark is a scholar working on Linguistics and Language, Literature and Literary Theory, Language and Linguistics, Visual Arts and Performing Arts and Information Systems, having authored 8 papers that have together received 293 indexed citations. Recurring topics across this work include Multilingual Education and Policy (3 papers), Educational Challenges and Innovations (2 papers), Literacy, Media, and Education (2 papers), Discourse Analysis in Language Studies (1 paper), Second Language Learning and Teaching (1 paper), EFL/ESL Teaching and Learning (1 paper), Marxism and Critical Theory (1 paper) and Law in Society and Culture (1 paper). The work is most often cited by research in Linguistics and Language (154 citations), Literature and Literary Theory (212 citations), Language and Linguistics (158 citations), Education (70 citations) and Developmental and Educational Psychology (24 citations). Romy Clark has collaborated with scholars based in United Kingdom. Frequent co-authors include Roz Ivanič, Marilyn Martin‐Jones and Norman L. Fairclough. Their work appears in journals such as Language and Education, Changing English, Language and Literature International Journal of Stylistics, Lancaster EPrints (Lancaster University) and Medical Entomology and Zoology.

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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