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Cited by

• 2019EFL textbooks, culture and power: a critical content analysis of EFL textbooks for ethnic Mongols in China59 cited
• 2020Local culture and locally produced ELT textbooks: How do teachers bridge the gap?48 cited
• 2017Our voices count: the lived experiences of LGBTQ educators and its impact on teacher education preparation programs43 cited
• 2019Understanding heteronormativity in ELT textbooks: a practical taxonomy37 cited
• 2020El mundo según los libros de texto: Análisis Crítico del Discurso aplicado a materiales de español LE/L229 cited
• 2019Interpersonal Factors Affecting Queer Second or Foreign Language Learners’ Identity Management in Class28 cited
• 2023Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms27 cited
• 2020When Queer Meets Teacher: A Narrative Inquiry of the Lived Experience of a Teacher of English as a Foreign Language27 cited
• 2018Textbook Analysis25 cited
• 2021Gender in EFL Education: Negotiating Textbook Discourse in the Classroom24 cited
• 2020Exploring LGBTQ+ pedagogy in Japanese university classrooms24 cited
• 2020Queer identity inclusion in the EFL classroom: Vietnamese teachers’ perspectives23 cited
• 2024The hidden lessons in textbooks: Gender representation and stereotypes in European mathematics and language books