Citations (20)
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Cinthya M. Saavedra & Monica Ybarra Gonzalez. (2023) Translanguaging through the body: centering geographies of selves in Latinx pre-service teacher education. Language and Education 37:5, pages 639-650.
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Christian Fallas-Escobar. (2023) Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood. Journal of Language, Identity & Education 0:0, pages 1-15.
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Daniel Heiman, Eric Ruíz Bybee, Haydeé Marie Rodríguez & Luís Urrieta. (2021) “Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community. Journal of Language, Identity & Education 20:1, pages 30-44.
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G. Sue Kasun, Tomás Hernandez & Hortensia Montiel. (2020) The Engagement of Transnationals in Mexican University Classrooms: Points of Entry Toward Recognition Among Future English Teachers. Multicultural Perspectives 22:1, pages 37-45.
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Idalia Nuñez & Katherine Espinoza. (2019) Bilingual pre-service teachers’ initial experiences: Language ideologies in practice. Journal of Latinos and Education 18:3, pages 228-242.
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Verónica E. Valdez. (2014) Latina Early Childhood Teachers Negotiating Language Policies en la Frontera. Bilingual Research Journal 37:3, pages 223-236.
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Articles from other publishers (14)
Enrique David Degollado. (2023) “I Try to Read to Them in Both Languages”: Bilingual Maestras’ Enactment and Embodiment of Critical Biliteracies Through Bilanguaging Love. Journal of Literacy Research 55:3, pages 302-324.
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Mary Beth & Deena Gumina. (2023) Collective Reflection to Resist Demoralization: Exploring Bilingual Teachers’ Narrative Learning Experiences. Language Arts 100:5, pages 353-363.
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Zhuoying Wang, Shifang Tang & Feng Luo. (2023) A comparative study of Texas–Mexico border vs. non-border students’ achievement on high-stakes state test: A propensity score matching method. Frontiers in Education 8.
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Rosalyn Harvey‐Torres, Claudia Cervantes‐Soon & Carol Brochin. (2023) Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators. Journal of Adolescent & Adult Literacy 66:4, pages 273-277.
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Rosalyn Harvey-Torres, Deborah Palmer, Enrique David Degollado & Karla Estrada. (2022) Three worlds pitfall? A transfronteriza Latina bilingual teacher leveraging literacy to navigate, home, school, and university divides. Teaching and Teacher Education 116, pages 103767.
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Jia Li, Bin Ai & Cora Lingling Xu. (2021) Examining Burmese students’ multilingual practices and identity positionings at a border high school in China. Ethnicities 22:2, pages 233-252.
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Maxie Gluckman, Leslie Gautsch & Megan Hopkins. (2022) Educating Transnationally Mobile Students: A Multidimensional Framework. Comparative Education Review 66:1, pages 121-141.
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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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Future Directions in Chicana/Latina Feminist Pedagogies
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