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Journal of Latinos and Education Volume 20, 2021 - Issue 1
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Research Article

Beyond the label: Using a multilevel model of intersectionality to explore the educational experiences of Latino English learners

Melissa J. Cubaa School of Education, Virginia Commonwealth UniversityCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1011-1268
ORCID Icon,
Virginia R. Massaroa School of Education, Virginia Commonwealth UniversityORCID Iconhttps://orcid.org/0000-0001-5349-4030
ORCID Icon,
Carolyn Watersa School of Education, Virginia Commonwealth University
,
Susan Watsona School of Education, Virginia Commonwealth University
,
Anna M. Codyb School of Social Work, Virginia Commonwealth UniversityORCID Iconhttps://orcid.org/0000-0002-3053-9950
ORCID Icon &
Kurt Stemhagena School of Education, Virginia Commonwealth UniversityORCID Iconhttps://orcid.org/0000-0002-0819-6728
ORCID Icon
Pages 62-77 | Published online: 29 Nov 2018

Citations (3)

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Read on this site (1)

Yasuko Kanno & Sara E. N. Kangas. English Learner as an Intersectional Identity. Journal of Language, Identity & Education 0:0, pages 1-7.
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Articles from other publishers (2)

Sara E.N. Kangas, Shenghai Dai & Yuliya Ardasheva. (2023) The Intersection of Language and Disability Progress of English Learners With Disabilities on NAEP Reading. The Journal of Special Education.
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Sara E. N. Kangas & Megan Cook. (2023) Navigating competing policy demands: Dual service provision for English learners with disabilities in middle school. Language Policy 22:3, pages 315-341.
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