Citations (90)
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Ivana Espinet. (2023) Newcomers as Teachers: Enacting Linguistic Ideologies and Practices in an Internship Setting. Journal of Language, Identity & Education 22:6, pages 574-588.
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Ramirez Pablo & Faltis Christian. (2023) Re- Exploring translanguaging in teacher education. Language and Education 37:5, pages 551-556.
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Yao Fu & Zhenjie Weng. (2023) Examining ESL and bilingual teachers’ agency after NCLB: expanding the ecological perspective. International Multilingual Research Journal 17:3, pages 245-269.
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Tricia Gray. (2023) Teaching and Learning amid Demographic Change: A Thematic Review of School Responses to Newcomer Students in the New Latinx Diaspora. Journal of Latinos and Education 22:2, pages 745-766.
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Kristen L. Pratt & Maria Dantas-Whitney. (2023) Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies. Journal of Language, Identity & Education 22:1, pages 36-50.
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Kim Strong & Kathy Escamilla. (2023) More than Language Learning: A QuantCrit Analysis of the Relationship Between District Contexts and Long-Term English Learner Rates. Journal of Education for Students Placed at Risk (JESPAR) 28:1, pages 47-68.
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Jason M. Miller. (2022) U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand. Theory & Research in Social Education 50:4, pages 607-636.
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Pablito Ramirez & Ashley Taylor Jaffee. (2022) Creating language spaces with bilingual youth to expand conversations about students’ communities and civic experiences. International Journal of Bilingual Education and Bilingualism 25:7, pages 2347-2362.
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Hoe Kyeung Kim & Hyunhee Cho. (2022) Transnational teacher educators’ critical reflection on multilingualism. Critical Inquiry in Language Studies 19:3, pages 264-285.
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Amy I. Kim. (2022) (De)legitimation of monolingual ideologies in a US teachers’ online forum. International Journal of Bilingual Education and Bilingualism 25:3, pages 1021-1032.
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Mariana Pacheco & Laura Chávez-Moreno. (2021) Bilingual education for self-determination: Re-centering Chicana/o/x and Latina/o/x student voices. Bilingual Research Journal 44:4, pages 522-538.
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Pablo Cortes Ramirez & Cinthia Salinas. (2021) Reimagining language space with bilingual youth in a social studies classroom. Bilingual Research Journal 44:4, pages 409-425.
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Jihea Maddamsetti. (2021) Exploring an elementary ESL teacher’s emotions and advocacy identity. International Multilingual Research Journal 15:3, pages 235-252.
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Nilufer Guler. (2020) Preparing to teach English language learners: effect of online courses in changing mainstream teachers’ perceptions of English language learners. Innovation in Language Learning and Teaching 14:1, pages 83-96.
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Fauve De Backer, Stef Slembrouck & Piet Van Avermaet. (2019) Assessment accommodations for multilingual learners: pupils’ perceptions of fairness. Journal of Multilingual and Multicultural Development 40:9, pages 833-846.
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Fauve De Backer, Judith Baele, Piet van Avermaet & Stef Slembrouck. (2019) Pupils’ Perceptions on Accommodations in Multilingual Assessment of Science. Language Assessment Quarterly 16:4-5, pages 426-446.
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Pablo Ramirez & Christian Faltis. (2019) This Issue. Theory Into Practice 58:2, pages 101-106.
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Meredith Moore. (2018) Learning to Teach Bilingual Students: How Teacher Candidates Appropriate Linguistically Responsive Practices. Action in Teacher Education 40:3, pages 336-353.
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Jeanne Sinclair & Clarissa Lau. (2018) Initial assessment for K-12 English language support in six countries: revisiting the validity–reliability paradox. Language and Education 32:3, pages 257-285.
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Benjamin Kinsella. (2018) ‘Neither here nor there’: an examination of language curriculum and ideology in a New Jersey public school. Language, Culture and Curriculum 31:1, pages 21-38.
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Fauve De Backer, Piet Van Avermaet & Stef Slembrouck. (2017) Schools as laboratories for exploring multilingual assessment policies and practices. Language and Education 31:3, pages 217-230.
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Pablo Cortés Ramírez, Amanda E. Vickery, Cinthia S. Salinas & Lydia Ross. (2016) Advocating for language rights: Critical Latina bilingual teachers creating bilingual space in Arizona. Bilingual Research Journal 39:3-4, pages 296-308.
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Christine Brigid Malsbary. (2016) The Refusal: teachers making policy in NYC. International Journal of Qualitative Studies in Education 29:10, pages 1326-1338.
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Christine Brigid Malsbary, Samantha Espinoza & Lisa Bales. (2016) Liana’s learning in a democratized classroom. Pedagogies: An International Journal 11:3, pages 249-269.
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Kwangok Song. (2016) “No one speaks Korean at school!”: Ideological discourses on languages in a Korean family. Bilingual Research Journal 39:1, pages 4-19.
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Jennifer Barrett-Tatum & Caitlin McMunn Dooley. (2015) From Idealized to Actualized Instruction: Two Elementary Teachers’ Enactment of the ELA Common Core State Standards in Instructional Scripts. Literacy Research and Instruction 54:4, pages 257-284.
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Nelson Flores, Tatyana Kleyn & Kate Menken. (2015) Looking Holistically in a Climate of Partiality: Identities of Students Labeled Long-Term English Language Learners. Journal of Language, Identity & Education 14:2, pages 113-132.
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JamesA. Banks. (2013) The Construction and Historical Development of Multicultural Education, 1962–2012. Theory Into Practice 52:sup1, pages 73-82.
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Kate Menken. (2013) Restrictive Language Education Policies and Emergent Bilingual Youth: A Perfect Storm With Imperfect Outcomes. Theory Into Practice 52:3, pages 160-168.
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Jill Koyama & Kate Menken. (2013) Emergent Bilinguals: Framing Students as Statistical Data?. Bilingual Research Journal 36:1, pages 82-99.
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Dominic Dorame, Cynthia Ramirez, Alonso Sanchez & Diana Verzi. (2012) A Markov decision model for at-risk schools in the United States under “No Child Left Behind.”. Journal of Interdisciplinary Mathematics 15:2-3, pages 155-169.
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Kate Menken. (2011) From policy to practice in the Multilingual Apple: bilingual education in New York City. International Journal of Bilingual Education and Bilingualism 14:2, pages 121-131.
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David Nieto & Annie Nguyen. (2023) Strategizing assessment to support emerging bilingual students: a focus on the home language. Multicultural Learning and Teaching 18:2, pages 239-250.
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Christine G. Mokher, Toby J. Park-Gaghan & Shouping Hu. (2023) Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status. Education Finance and Policy 18:3, pages 467-497.
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Rebecca M. Callahan, Lei Jiang & Anne-Marie Núñez. (2022) EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways. Educational Policy 37:5, pages 1467-1505.
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Angelos Sofianidis, Luciana Oliveira, Nayia Stylianidou, Maria Meletiou-Mavrotheris, Evangelia Parisopoulou, Ella-Maria Lukala, Clara Sarmento & Panagiotis Giannakoudakis. (2023) Inclusion of new arrived migrants in Science and Math: the Augmented Assessment approachInclusione dei migranti neoarrivati in Scienze e Matematica: l’approccio della valutazione aumentata. IUL Research IUL Research 4:7, pages 47-68.
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Ahmad Munawir, Nur Inayah, Marya A & Nabila Huda. (2022) Outdoor Learning: Students’ Vocabulary Mastery in Higher Education. ETDC: Indonesian Journal of Research and Educational Review 1:2, pages 210-216.
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Lars Holm & Annegrethe Ahrenkiel. (2022) Children’s language play as collaborative improvisations–rethinking paths to literacy. Journal of Early Childhood Literacy, pages 146879842110671.
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Angelos Sofianidis, Nayia Stylianidou, Maria Meletiou-Mavrotheris, Marios Vryonides, Xenofon Chalatsis, Ourania Xylouri & Panagiotis Giannakoudakis. 2022. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning
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Rosalyn Harvey-Torres & Enrique David Degollado. (2021) “And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria. Research in the Teaching of English 56:1, pages 60-84.
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Heeok Jeong. (2021) Agency and pedagogy in literacy education. Journal of Asian Pacific Communication 31:1, pages 79-99.
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Sumi Hagiwara & Neledith Janis Rodriguez. 2021. Handbook of Research on Equity in Computer Science in P-16 Education. Handbook of Research on Equity in Computer Science in P-16 Education
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Amy J. Bach. (2019)
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Enmou Huang. (2019) Teaching to, with, and Against the Test: Language Teaching and Teacher Identity Under Institutional Neoliberalization. Chinese Journal of Applied Linguistics 42:3, pages 307-326.
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Andrew H. Hurie & Rebecca M. Callahan. (2019) Integration as Perpetuation: Learning from Race Evasive Approaches to ESL Program Reform. Teachers College Record: The Voice of Scholarship in Education 121:9, pages 1-38.
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Jessica M. Rodriguez & Lucy Arellano. (2016) The Impact of High-Stakes Testing on Latina/o Students’ College Aspirations. Journal of Hispanic Higher Education 15:2, pages 113-135.
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