OOIR: Observatory of International Research

Papers

(The TQCC of Language Culture and Curriculum is 6. 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 2022-06-01 to 2026-06-01.)

Article	Citations
At the intersection of multiliteracies and glocalisation: a case study in a university in Taiwan	33
Language policing and the discourse of English normativity: Asian migrant youth in Australian schools	22
Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics	19
Agency, authority and universality in the promotion of global ELT textbook series	17
From barriers to breakthroughs: communicating Chinese culture to Irish learners with a multimodality online course	14
Presage conditions for deeper learning: views of post-secondary teachers working on multidisciplinary projects	14
Language, power, and privilege: unfolding elite dimensions in English-medium higher education programmes	12
Linguistic inequality and access to education: curricular strategies from South Africa and the United States	12
‘Hell is other people’: the intertwined emotion labour and identity of novice teachers under others’ gazes	11
Early career language teacher educators’ intersectional identities and practices across diverse contexts: a collaborative autoethnography	11
Reproducing cultural normativity: the absence of social justice pedagogies in the teacher training curriculum	11
When English is no longer singular: Asian students’ journey to English plurality in Thai higher education	10
Mobilising intersectional teacher identity work in professional development of secondary teachers of emergent bilinguals in the US	10
Mapping children's sense of belonging through multimodal composition in the classroom	10
Exploring teacher agency in using new language materials: an ecological perspective	10
Framed to fit? A critical exploration of western academic culture in English as additional language learners textbooks	9
Place-based teacher identities, and cultural and linguistic responsiveness: promoting critical reflection through visual narratives	9
Classroom interaction in English-medium instruction: are there differences between disciplines?	9
Correction	9
Shifting the perception of languages and their status through the use of pedagogical translanguaging as a tool to increase language awareness	9
Translanguaging strategies in bilingual arts classrooms: a comparative study of elementary and junior high school teachers in Taiwan	8
Racism without race in South Korea: linguistic racism within a curriculum embracing language diversity	8
Racial literacy development in online intercultural education in the EFL classroom	8
Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme	8
Translingual yarning pedagogy: reimagining LOTE through Aboriginal language education	8

Preservice teachers’ epistemic agency during practicums: case studies from Macau	8
A cycle model of intercultural learning: educating the global citizen	7
Social connectedness in a community-based language and culture programme: voices of volunteer tutors	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	7
Navigating gender and language: an exploration of intersectionality in language (teacher) education	7
Unpacking and representing pre-service teachers’ intersectional language teacher identities through creating multimodal identity texts	7
Ethnic group affiliation and second/foreign language accentedness in English and Mandarin among Hong Kong speakers	7
Intersectional engagements with translanguaging under Asianization: a teacher candidate’s multimodal (counter-)narrative	6
Interactional Competence for professional communication in intercultural contexts: Epistemology, analytic framework and pedagogy	6
Hard-of-hearing language learners’ identities as developed through agentic self-positioning	6
The Testing culture and the role of private education	6
Negotiating legitimacy without policy support: new speakers of Shanghainese in dialect revitalization	6
‘Is this the same subject?’ Students’ perceptions of language use in Modern Languages degrees	6
Unravelling intersectionality from identity to practice: a case study of how intersectional identity shapes a pre-service teacher’s perspectives on teaching practice	6
Ideal English teacher as perceived by Thai EFL learners: the interplay between race and native-speakerism	6