
Academic Journal
Q1Language, Culture and Curriculum
About Language, Culture and Curriculum
About Language, Culture and Curriculum
Language, Culture and Curriculum is a peer-reviewed scholarly journal published by Taylor and Francis Ltd. (United Kingdom). It focuses on Q1. Publication coverage spans 1988-2026.
Key indicators: ISSN 0790-8318; H-index 53; Impact Factor 2.8.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (53): Strong citation impact — 53 articles cited at least 53 times each, reflecting solid influence.
- Impact Factor (2.8): Average citations per recent article. Interpret alongside field-specific citation norms.
Publishing in Language, Culture and Curriculum
An established venue in its field. The journal welcomes solid, well-executed research. Ensure your manuscript fits the stated scope and follows author guidelines carefully.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Language, Culture and Curriculum?
0790-8318.
Who publishes Language, Culture and Curriculum?
Taylor and Francis Ltd..
What are Language, Culture and Curriculum's metrics?
Impact Factor 2.8; H-index 53.
Is Language, Culture and Curriculum peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Verified field sources
- Journal Impact Factor: 2.8 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Multilingual Education and Policy; Second Language Learning and Teaching; EFL/ESL Teaching and Learning; Global Education and Multiculturalism; Language, Discourse, Communication Strategies; Educational Robotics and Engineering.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Individually heroic or ecologically supported: implementation profiles among teachers of less commonly taught languages in China’s micro-departments
Feng Wang, Ferran Suñer, Yuan Li
2026-10-07 · DOI: 10.1080/07908318.2026.2744113Translanguaging in a Japanese as a second language classroom in Japan: pedagogical and emotional support through English as a multilingua franca
Kana Seki
2026-09-08 · DOI: 10.1080/07908318.2026.2726765Jadal as praxis in intercultural communication education: A pedagogical model grounded in Arabic-Islamic epistemes
Wisam Kh Abdul-Jabbar
2026-08-20 · DOI: 10.1080/07908318.2026.2718873Voices of the ‘second best’: exploring English-as-an-Additional-Language (EAL) student teachers’ identities and investment in self-financed English-medium teacher education in Hong Kong
Yiqi Liu
2026-08-20 · DOI: 10.1080/07908318.2026.2646672Teaching a simplified China? A linguistic landscape analysis of international Chinese textbooks for international students from a Global South perspective
Yawen Han, Zitong Tang
2026-08-06 · DOI: 10.1080/07908318.2026.2714958Examining intercultural learning in Korean High School ‘English Conversation’ textbooks: the role of cultural representations and textbook activities
Suji Ko, Troy McConachy
2026-08-05 · DOI: 10.1080/07908318.2026.2713050Psychological drivers of generative AI adoption in a Saudi Arabian EMI setting
Dogan Yuksel, Dina Abdel Salam El-Dakhs, Burcu Yuksel
2026-08-01 · DOI: 10.1080/07908318.2026.2711074Language ideologies in foreign language textbooks: a scoping review
Simei Ruan, Curtis Green-Eneix
2026-07-31 · DOI: 10.1080/07908318.2026.2709379Advancing multimodal literacy pedagogies in early childhood for Asian heritage language learners through offline and online platforms: a cross-case analysis
Kyungjin Hwang, Ling Hao
2026-07-17 · DOI: 10.1080/07908318.2026.2703638Cultural impact on teacher professionalism – a comparative document analysis of Chinese language teachers in China and Australia
Jinghe Han
2026-07-12 · DOI: 10.1080/07908318.2026.2697774Coda: setting the agenda for intersectionality in language teacher education
Darío Luis Banegas, Frederic Clavien, Jiaqi Tian, Giulia Pinton et al.
2026-07-03 · DOI: 10.1080/07908318.2026.2701117Editorial introduction: mobilising intersectionality in language teacher education
Darío Luis Banegas, Michele Saraiva Carilo
2026-07-03 · DOI: 10.1080/07908318.2026.2691822Telling China’s story in English: teachers navigating the decolonial turn
Yi Cui, Renxiang Tian, Seyyed-Abdolhamid Mirhosseini
2026-06-23 · DOI: 10.1080/07908318.2026.2685025‘ If we only focus on one model, it’s harder to survive outside the classroom’: where should students stand when English is not only British and American?
Rungroj Chorbwhan, Bayatee Dueraman, Fa-Ezah Wasoh, Harit Pinaebango et al.
2026-06-19 · DOI: 10.1080/07908318.2026.2690203Developing and validating assessments of business professionals’ linguacultural competence
Lucas Peltonen, Guangwei Hu
2026-06-18 · DOI: 10.1080/07908318.2026.2691819A comparative analysis of teachers’ and students’ understanding of second language learning motivation across four language programmes at an Australian university
Giuseppe D’Orazzi
2026-06-05 · DOI: 10.1080/07908318.2026.2681572Language policing and the discourse of English normativity: Asian migrant youth in Australian schools
Trang Thi Thuy Nguyen, Sinfree Makoni
2026-05-28 · DOI: 10.1080/07908318.2026.2677524Intersectional engagements with translanguaging under Asianization: a teacher candidate’s multimodal (counter-)narrative
Jihea Maddamsetti
2026-05-25 · DOI: 10.1080/07908318.2026.2669195Navigating plurilingual identity in a monolingual, English-speaking university: a multimodal case study
Andreana Pastena
2026-05-24 · DOI: 10.1080/07908318.2026.2677523Exploring land, language and culture through playworld translanguaging: one child’s meaning-making practices
Carly Steele, Toni Dobinson, Sender Dovchin, Christine Robinson et al.
2026-05-22 · DOI: 10.1080/07908318.2026.2666552Reviews
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Version History
October 9, 2026 at 8:07 pm
September 25, 2026