OOIR: Observatory of International Research

Papers

(The median citation count of Language Culture and Curriculum is 2. 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 2021-06-01 to 2025-06-01.)

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	37
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	23
Linguistic inequality and access to education: curricular strategies from South Africa and the United States	21
When English is no longer singular: Asian students’ journey to English plurality in Thai higher education	20
Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture	17
Racialised teaching of English in Asian contexts: introduction	16
Classroom interaction in English-medium instruction: are there differences between disciplines?	16
Shifting the perception of languages and their status through the use of pedagogical translanguaging as a tool to increase language awareness	15
English medium instruction at Sino-foreign cooperative education institutions in China: is internationalising teaching and learning possible?	13
Engaging with critical literacy through restorying: a university reading and writing workshop on fairy-tale reimaginations	10
Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme	9
Exploring lived experiences of Black female English teachers in South Korea: understanding travelling intersectionality and subjectivities	9
Racism without race in South Korea: linguistic racism within a curriculum embracing language diversity	8
Preservice teachers’ epistemic agency during practicums: case studies from Macau	8
The effects of foreign language programmes in early childhood education and care: a systematic review	7
Racial literacy development in online intercultural education in the EFL classroom	7
(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT	6
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
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
Social connectedness in a community-based language and culture programme: voices of volunteer tutors	6
The Testing culture and the role of private education	6
Ideal English teacher as perceived by Thai EFL learners: the interplay between race and native-speakerism	6

A cycle model of intercultural learning: educating the global citizen	6
Ethnic group affiliation and second/foreign language accentedness in English and Mandarin among Hong Kong speakers	6
Co-journeying with ChatGPT in tertiary education: identity transformation of EMI teachers in Taiwan	5
A multilingual pedagogies initiative in higher education	5
Three decades of research on the model of investment in applied linguistics: a bibliometric analysis and research agenda	5
Experiential learning in an intercultural communication class in Japan: doing and reflecting on linguistic landscape group projects	5
Racialised Teaching of English Language in South Korea: Voices of University ELT teachers	5
Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment	5
Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion	5
Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis	5
Departmental culture and professional development in the context of language programme reform	5
Identity and emotion of university English teachers during curriculum reform in China	4
Inclusion, equity and intellectual equality: a case of overseas educated multilingual students in an Australian teacher education programme	4
The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation	4
The effectiveness of direct articulatory–abdominal pronunciation instruction for English learners in Hong Kong	4
Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme	4
Locus of enunciation: insights for intercultural language teaching	4
Education, ethnicity and equity in the multilingual asian context	3
A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland	3
‘Their first language … would be a resource sometimes': preservice English teachers’ preparedness for linguistically responsive teaching	3
Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices	3
Examining the influence of English songs on English L2 lexical learning: a quantitative meta-analytic review	3
Linguacultural competence in business English communication: the case of a business English textbook in China	3
Intercultural learning and identity development as a form of teacher development through study abroad: narratives from English language practitioners	3
Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances	3
Intersectionality in language teacher education: a systematic literature review	3
Material use for EFL teacher learning in classroom ecology: a perturbation or affordance?	2
Emotional dynamics of advanced Chinese as a second language learners: a Q methodology study	2
Learning Arabic as a second language in Saudi universities: Ajzen’s theory and religious motivations	2
Interweaving local cultural knowledge with global competencies in one higher education course: an internationalisation perspective	2
Putting languages at the centre: developing the Language Across the Curriculum (LAC) faculty seminar at LaGuardia Community College, Queens, New York	2
Synergizing learning in and beyond the classroom in study abroad context: accounts from CSL sojourners in China	2
Localising international schools in multilingual Switzerland: from parental strategies to institutional dual-language programmes	2
Poetry, ideology and heteroglossic realities in language textbooks	2
Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process	2
Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021	2
Language teachers’ identity in teaching intercultural communicative competence	2