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Journal of Latinos and Education Volume 7, 2007 - Issue 1
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FEATURE ARTICLES: THEORY, RESEARCH, POLICY, AND PRACTICE

Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

Ana María Relaño Pastor Department of Linguistics, Universidad Autónoma de Madrid
Pages 4-24 | Published online: 22 Jan 2008

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Stephanie Abraham, Kate Kedley, Madjiguene Fall, Sharada Krishnamurthy & Daniel Tulino. (2021) Creating a translanguaging space in a bilingual community-based writing program. International Multilingual Research Journal 15:3, pages 211-234.
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Idalia Nuñez. (2021) Collective (Re)constructions of Linguistic Surveillance at Home: Transfronterizx Families as Cultural and Linguistic Guardians. Equity & Excellence in Education 54:3, pages 238-251.
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Leah Durán. (2020) “Todas las poems que están creative”: Language Ideologies, Writing and Bilingual Children. Journal of Language, Identity & Education 19:6, pages 412-427.
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Allison Briceño. (2018) “En Español Esa Palabra No Tiene Ningún Sentido:” A Cross-Case Analysis of Three Mexican American Dual Language Teachers’ Language Ideologies and Instructional Differences. International Multilingual Research Journal 12:4, pages 288-301.
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Jo Worthy, Idalia Nuñez & Katherine Espinoza. (2016) “Wow, I get to choose now!” Bilingualism and biliteracy development from childhood to young adulthood. Bilingual Research Journal 39:1, pages 20-34.
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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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Ana María Relaño Pastor & OlgaA. Vásquez. (2011) Accountability of the informal: challenges and new directions. Pedagogies: An International Journal 6:3, pages 200-215.
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Ana María Relaño Pastor. (2011) Crossing Language and Identity as a Critical Border Ethnographer in Southern California. Journal of Language, Identity & Education 10:3, pages 186-205.
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Laura Mijares & AnaM. Relaño Pastor. (2011) Language programs at Villababel High: rethinking ideologies of social inclusion. International Journal of Bilingual Education and Bilingualism 14:4, pages 427-442.
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Articles from other publishers (4)

Jackie Ridley & Nicole King. (2023) “I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program . TESOL Journal.
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Patriann Smith, S. Joel Warrican, Alex Kumi-Yeboah & Janet Richards. (2018) Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms: Recursivity, (re)positionality, bidirectionality. Teaching and Teacher Education 69, pages 210-222.
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Nadia R. Granados. (2017) Mobilities of Language and Literacy Ideologies: Dual Language Graduates’ Bilingualism and Biliteracy. Journal of Literacy Research 49:2, pages 210-239.
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Sri Wuli Fitriati. 2015. Educational Innovations and Contemporary Technologies. Educational Innovations and Contemporary Technologies 87 102 .

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