OOIR: Observatory of International Research

Papers

(The median citation count of Language Culture and Curriculum is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)

Article	Citations
At the intersection of multiliteracies and glocalisation: a case study in a university in Taiwan	48
Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics	36
Agency, authority and universality in the promotion of global ELT textbook series	25
Presage conditions for deeper learning: views of post-secondary teachers working on multidisciplinary projects	20
Linguistic inequality and access to education: curricular strategies from South Africa and the United States	19
When English is no longer singular: Asian students’ journey to English plurality in Thai higher education	16
Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture	16
Classroom interaction in English-medium instruction: are there differences between disciplines?	15
English medium instruction at Sino-foreign cooperative education institutions in China: is internationalising teaching and learning possible?	14
Racialised teaching of English in Asian contexts: introduction	14
Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme	13
Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations	9
Exploring lived experiences of Black female English teachers in South Korea: understanding travelling intersectionality and subjectivities	8
Shifting the perception of languages and their status through the use of pedagogical translanguaging as a tool to increase language awareness	8
Racism without race in South Korea: linguistic racism within a curriculum embracing language diversity	7
Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk	6
The Testing culture and the role of private education	6
Racial literacy development in online intercultural education in the EFL classroom	6
Social connectedness in a community-based language and culture programme: voices of volunteer tutors	6
Interactional Competence for professional communication in intercultural contexts: Epistemology, analytic framework and pedagogy	6
Preservice teachers’ epistemic agency during practicums: case studies from Macau	6
Ethnic group affiliation and second/foreign language accentedness in English and Mandarin among Hong Kong speakers	6
The effects of foreign language programmes in early childhood education and care: a systematic review	6
Hard-of-hearing language learners’ identities as developed through agentic self-positioning	5
Experiential learning in an intercultural communication class in Japan: doing and reflecting on linguistic landscape group projects	5

Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion	5
A cycle model of intercultural learning: educating the global citizen	5
Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis	5
A multilingual pedagogies initiative in higher education	5
Co-journeying with ChatGPT in tertiary education: identity transformation of EMI teachers in Taiwan	5
(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT	5
Ideal English teacher as perceived by Thai EFL learners: the interplay between race and native-speakerism	5
Departmental culture and professional development in the context of language programme reform	4
Inclusion, equity and intellectual equality: a case of overseas educated multilingual students in an Australian teacher education programme	4
Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment	4
Racialised Teaching of English Language in South Korea: Voices of University ELT teachers	4
The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong	3
Three decades of research on the model of investment in applied linguistics: a bibliometric analysis and research agenda	3
Identity and emotion of university English teachers during curriculum reform in China	3
The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation	3
Education, ethnicity and equity in the multilingual asian context	3
Locus of enunciation: insights for intercultural language teaching	3
Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme	3
Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances	3
Intercultural learning and identity development as a form of teacher development through study abroad: narratives from English language practitioners	2
Linguacultural competence in business English communication: the case of a business English textbook in China	2
Examining the influence of English songs on English L2 lexical learning: a quantitative meta-analytic review	2
‘Their first language … would be a resource sometimes': preservice English teachers’ preparedness for linguistically responsive teaching	2
Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices	2
Enhancing the quality of students’ academic literacies through translanguaging	1
How can emerging technologies advance the creation of language-friendly and literacy-friendly schools?	1
Emotional dynamics of advanced Chinese as a second language learners: a Q methodology study	1
Intersectionality in language teacher education: a systematic literature review	1
A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland	1
Reasons to learn a minoritised language: the case of migrant new speakers of Welsh in Cardiff, Wales	1
English medium instruction for whom and for what? Rethinking the language-content relationship in higher education	1
‘This is valuable professional development for me’: integrating the multimodalities-entextualization cycle (MEC) in a Chinese DLBE classroom via teacher-researcher collaboration	1
Mobilising dilemmatic subject positions: a discourse analysis of an Asian Canadian assistant language teacher’s narrative	1
Language, culture and professional communication in migration law education	1
Learning Arabic as a second language in Saudi universities: Ajzen’s theory and religious motivations	1
Synergizing learning in and beyond the classroom in study abroad context: accounts from CSL sojourners in China	1
Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process	1
Language teachers’ identity in teaching intercultural communicative competence	1
Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021	1
Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study	1
Understanding doctoral students’ needs for thesis discussion writing and supervisory curriculum development: a sociocultural theory perspective	1
The Language Friendly School: supporting teachers as transformative agents of change	1
Do CLIL programmes help to balance out gender differences in content and language achievement?	1
Localising international schools in multilingual Switzerland: from parental strategies to institutional dual-language programmes	1
Poetry, ideology and heteroglossic realities in language textbooks	1
Putting languages at the centre: developing the Language Across the Curriculum (LAC) faculty seminar at LaGuardia Community College, Queens, New York	1
Material use for EFL teacher learning in classroom ecology: a perturbation or affordance?	1
Interweaving local cultural knowledge with global competencies in one higher education course: an internationalisation perspective	1
Digital technologies & linguistically and culturally relevant pedagogies: where do we stand?	1