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Khalid Said. (2023) Amazighs in Moroccan EFL textbooks: An integrated critical discourse analysis. Cogent Arts & Humanities 10:1.
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Ali Jalalian Daghigh, Sheena Kaur & Jariah Mohd Jan. (2023) Neoliberal discourse in locally developed Malaysian English language textbooks: a comparison between the pre- and post-neoliberal eras. Globalisation, Societies and Education 0:0, pages 1-16.
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Muhalim Muhalim. (2023) Negotiating Religious Discourses in English Language Teaching: Reorienting and Reframing Dominant English Ideologies. Changing English 30:3, pages 209-222.
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Rebecca Dengler. (2023) Global or local? – Notions of nationalism and coloniality in ELT material. Language and Intercultural Communication 23:3, pages 321-332.
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Gyewon Jang, Gertrude Tinker Sachs & Jee Hye Park. (2023) Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks. Critical Inquiry in Language Studies 0:0, pages 1-24.
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Mohammad Amini Farsani & Fatemeh Rahimi. (2023) Neoliberalism for young learners in an EFL context: a mixed-methods approach. Language, Culture and Curriculum 36:2, pages 177-204.
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Asma Nizamani & Waqar Ali Shah. (2022) Textbooks as ‘Neoliberal artifacts’: a critical study of knowledge-making in ELT industry. Critical Discourse Studies 0:0, pages 1-18.
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Esmat Babaii. (2022) ELT as necessary evil: resisting Western cultural dominance in
foreign language policy in the context of Iran. Critical Inquiry in Language Studies 19:4, pages 355-376.
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Pau Bori & Germán Canale. (2022) Neoliberal foreign language education: the search for alternatives. Critical Inquiry in Language Studies 19:4, pages 307-316.
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Saeed Rezaei, Satoshi Abe & Afsaneh Farhang. (2022) Values and identities in Iranian primary school social studies textbooks: a discursive approach. Journal of Beliefs & Values 43:4, pages 396-413.
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Seyyed-Abdolhamid Mirhosseini. (2022) COVID-19 and Language Education: Lessons of a Pandemic for English Teaching. Changing English 29:1, pages 3-11.
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Robert J. Lowe. (2021) Frame analysis in critical ethnography: applications for ELT research. Language, Culture and Curriculum 34:3, pages 307-320.
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Ali Jalalian Daghigh & Hajar Abdul Rahim. (2021) Neoliberalism in ELT textbooks: an analysis of locally developed and imported textbooks used in Malaysia. Pedagogy, Culture & Society 29:3, pages 493-512.
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Thi Thuy Minh Nguyen, Roby Marlina & Thi Hong Phuong Cao. (2021) How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes 23:2, pages 184-200.
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Pau Bori. (2021) Neoliberalism and global textbooks: a critical ethnography of English language classrooms in Serbia. Language, Culture and Curriculum 34:2, pages 183-198.
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Germán Canale. (2021) The language textbook: representation, interaction and learning. Language, Culture and Curriculum 34:2, pages 113-118.
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Zia Tajeddin & Susan Ghaffaryan. (2020) Language Teachers’ Intercultural Identity in the Critical Context of Cultural Globalization and Its Metaphoric Realization. Journal of Intercultural Communication Research 49:3, pages 263-281.
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Pau Bori. (2020) Neoliberal governmentality in global English textbooks. Classroom Discourse 11:2, pages 149-163.
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Elena Morales-Vidal & Daniel Cassany. (2020) El mundo según los libros de texto: Análisis Crítico del Discurso aplicado a materiales de español LE/L2. Journal of Spanish Language Teaching 7:1, pages 1-19.
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