Language, Culture and Curriculum

Aims & Scope

Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title.

It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning.

It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation.

The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy.

It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom.

Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches.

Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	2.2

SJR (SCImago Journal Rank)

Year	Value
2024	1.180

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	48

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China

  Citation: 350

  Authors: Guangwei

• Changing Practices in Chinese Cultures of Learning

  Citation: 278

  Authors: Lixian, Martin

• A Chinese Conceptualisation of Willingness to Communicate in ESL

  Citation: 204

  Authors: W. P., Richard

• Parents’ Attitudes Toward Heritage Language Maintenance for Their Children and Their Efforts to Help Their Children Maintain the Heritage Language: A Case Study of Korean-Canadian Immigrants

  Citation: 185

  Authors: Seong Man, Mela

• The Korean Language in America: The Role of Cultural Identity in Heritage Language Learning

  Citation: 184

  Authors: Jin Sook

• Content-based instruction and content and language integrated learning: the same or different?

  Citation: 169

  Authors: Jasone

• The cultural component of language teaching

  Citation: 158

  Authors: Claire

• Language attitudes and heritage language maintenance among Chinese immigrant families in the USA

  Citation: 155

  Authors: Donghui, Diana T.

• A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making

  Citation: 144

  Authors: Oliver, Do, Ana, Kevin, Teresa

• Conceptualising the potential role of L1 in CLIL

  Citation: 134

  Authors: Angel M.Y.

---