OOIR: Observatory of International Research

Papers

(The TQCC of Language Culture and Curriculum is 5. 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 2020-08-01 to 2024-08-01.)

Article	Citations
Cultural adaptation challenges and strategies during study abroad: New Zealand students in China	53
‘Say it like the Queen’: the standard language ideology and language policy making in English primary schools	34
Language teachers’ identity in teaching intercultural communicative competence	34
Tracking the trajectories of international students’ pragmatic choices in studying abroad in China: a social network perspective	26
Experiencing Chinese education: learning of language and culture by international students in Chinese universities	25
Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis	25
The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers	24
Language, culture and curriculum: lived intercultural experience of international students	19
Students’ attitudes and perceptions towards three EMI courses in mainland China	18
Rethinking the ‘ideal native speaker’ teacher in early childhood education	15
Scale making in intercultural communication: experiences of international students in Chinese universities	15
Facilitating EFL students’ civic participation through digital multimodal composing	14
Learning to orient toward Myanmar: ethnic Chinese students from Myanmar at a university in China	14
Finding success with the implementation of task-based language teaching: the role of teacher agency	13
Exploring lived experiences of Black female English teachers in South Korea: understanding travelling intersectionality and subjectivities	13
Identity and emotion of university English teachers during curriculum reform in China	10
Novice teacher agency in the multi-level language classroom	9
The language textbook: representation, interaction and learning	9
Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the United States	9
Racialised teaching of English in Asian contexts: introduction	8
Classroom interaction in English-medium instruction: are there differences between disciplines?	7
Exploring translanguaging in Taiwanese CLIL classes: an analysis of teachers’ perceptions and practices	7
Translanguaging in a bilingual writing programme: the mother tongue as a resource for academic success in a second language	6
Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study	6
EMI Teachers’ perceptions and practices regarding culture teaching in Chinese higher education	6

Curriculum for minority Indigenous communities: social justice challenges	5
A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland	5
Enhancing the quality of students’ academic literacies through translanguaging	5
Rethinking of EMI in higher education: a critical view on its scope, definition and quality	5
‘I’m aware of that, but … ’: breaking the silence on moral distress among language teachers	5
‘We actually created a good mood!’: metalinguistic and literary engagement through collaborative translation in the secondary classroom	5
Adult ethnic minorities’ mainstream language proficiency: cultural knowledge, cultural identification, and language use attitudes	5
Racialised Teaching of English Language in South Korea: Voices of University ELT teachers	5
A multilingual pedagogies initiative in higher education	5