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 2022-01-01 to 2026-01-01.)

Article	Citations
At the intersection of multiliteracies and glocalisation: a case study in a university in Taiwan	26
Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics	25
Agency, authority and universality in the promotion of global ELT textbook series	22
Presage conditions for deeper learning: views of post-secondary teachers working on multidisciplinary projects	21
Linguistic inequality and access to education: curricular strategies from South Africa and the United States	20
‘Hell is other people’: the intertwined emotion labour and identity of novice teachers under others’ gazes	19
Mapping children's sense of belonging through multimodal composition in the classroom	15
When English is no longer singular: Asian students’ journey to English plurality in Thai higher education	14
Whose culture is Korean? Toward an anti-essentialist curriculum for heritage culture	13
Framed to fit? A critical exploration of western academic culture in English as additional language learners textbooks	12
Classroom interaction in English-medium instruction: are there differences between disciplines?	11
Racialised teaching of English in Asian contexts: introduction	10
Exploring lived experiences of Black female English teachers in South Korea: understanding travelling intersectionality and subjectivities	10
Racism without race in South Korea: linguistic racism within a curriculum embracing language diversity	9
Place-based teacher identities, and cultural and linguistic responsiveness: promoting critical reflection through visual narratives	9
English medium instruction at Sino-foreign cooperative education institutions in China: is internationalising teaching and learning possible?	9
Shifting the perception of languages and their status through the use of pedagogical translanguaging as a tool to increase language awareness	9
Students’ conceptions and experiences of institutionalised curriculum for multilingual learning: the case of a dual-foreign-languages programme	9
Racial literacy development in online intercultural education in the EFL classroom	8
Preservice teachers’ epistemic agency during practicums: case studies from Macau	8
Translanguaging strategies in bilingual arts classrooms: a comparative study of elementary and junior high school teachers in Taiwan	8
A cycle model of intercultural learning: educating the global citizen	7
Ethnic group affiliation and second/foreign language accentedness in English and Mandarin among Hong Kong speakers	7
Hard-of-hearing language learners’ identities as developed through agentic self-positioning	7
Co-journeying with ChatGPT in tertiary education: identity transformation of EMI teachers in Taiwan	7

Tertiary education ESP program delivery in Vietnam and language practices in globalised workplaces: examining the extent of alignment	7
The Testing culture and the role of private education	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
Ideal English teacher as perceived by Thai EFL learners: the interplay between race and native-speakerism	7
Experiential learning in an intercultural communication class in Japan: doing and reflecting on linguistic landscape group projects	7
(Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT	7
Interactional Competence for professional communication in intercultural contexts: Epistemology, analytic framework and pedagogy	7
Social connectedness in a community-based language and culture programme: voices of volunteer tutors	7
A multilingual pedagogies initiative in higher education	7
Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion	7
Identity and investment of Chinese undergraduate students in foreign language-related interdisciplinary dual degree programmes	6
Inclusion, equity and intellectual equality: a case of overseas educated multilingual students in an Australian teacher education programme	6
The grammar curriculum through the eyes of Dutch primary school teachers	6
Critical awareness for intersectionality among diverse pre-service language teachers: the potential of narratives and autoethnography for language teacher identity development	6
Chinese university English as an additional language teachers' attitudes towards global Englishes-inspired feedback pedagogy	6
Mind the gap in AI integration: a comparative study of language teachers’ responses in a national survey	5
Locus of enunciation: insights for intercultural language teaching	5
Racialised Teaching of English Language in South Korea: Voices of University ELT teachers	5
Three decades of research on the model of investment in applied linguistics: a bibliometric analysis and research agenda	5
‘I have discovered a new continent’: exploring university researchers’ research-practice agency within a collaborative materials development project	5
Leveraging the pedagogical nexus in CLIL professional development	4
Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme	4
The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation	4
Intercultural learning and identity development as a form of teacher development through study abroad: narratives from English language practitioners	4
Identity and emotion of university English teachers during curriculum reform in China	4
Education, ethnicity and equity in the multilingual asian context	4
Fostering intercultural competence through digital storytelling: a critical approach in EFL education in Taiwan	3
Linguacultural competence in business English communication: the case of a business English textbook in China	3
Mathematical benefits of a language-friendly pedagogical tool: a praxeological analysis of teachers’ perceptions and practices	3
Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances	3
‘Their first language … would be a resource sometimes': preservice English teachers’ preparedness for linguistically responsive teaching	3
A comparative study of twenty-first century competencies in high school mother tongue curriculum standards in China, the United States and Finland	3
Material use for EFL teacher learning in classroom ecology: a perturbation or affordance?	2
Intersectionality in language teacher education: a systematic literature review	2
Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021	2
Learning Arabic as a second language in Saudi universities: Ajzen’s theory and religious motivations	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
Emotional dynamics of advanced Chinese as a second language learners: a Q methodology study	2
Investigating the role of plurilingual pre-service language teachers’ psychological landscape in their learning-to-teach process	2
Poetry, ideology and heteroglossic realities in language textbooks	2
Localising international schools in multilingual Switzerland: from parental strategies to institutional dual-language programmes	2