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Journal of Language, Identity & Education Volume 17, 2018 - Issue 6
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Articles

The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools: A LangCrit Narrative Study

Trish Morita-MullaneyPurdue UniversityCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-5324-500X
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Pages 371-387 | Published online: 13 Jul 2018

Citations (15)

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Read on this site (5)

Adrienne Ronee Washington. (2023) “Their Yoruba Was Pure. It Was Archaic, It Was Native”: Racioreligious Linguistic Ideologies in (Re)constructing Ritual, Language and Identity. Journal of Language, Identity & Education 0:0, pages 1-16.
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Fuyu Shimomura. (2023) The voice of the Other in a ‘liberal’ ivory tower: Exploring the counterstory of an Asian international student on structural racism in US academia. Whiteness and Education 0:0, pages 1-16.
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Woongsik Choi, Wan Hee Kim, Wayne E. Wright & Trish Morita-Mullaney. (2023) Improving English language arts instruction in Indiana dual language bilingual education classrooms. Language and Education 37:2, pages 151-170.
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Trish Morita-Mullaney & Colleen Chesnut. (2022) Equity traps in the deselection of English learners in dual language education: A collective case study of school principals. NABE Journal of Research and Practice 12:2, pages 49-68.
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Trish Morita-Mullaney. (2019) At the intersection of bilingual specialty and leadership: A collective case study of district leadership for emergent bilinguals. Bilingual Research Journal 42:1, pages 31-53.
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Articles from other publishers (10)

Colleen E. Chesnut & Trish Morita-Mullaney. (2023) Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands. Educational Administration Quarterly.
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Trish Morita‐Mullaney, Fang Gao & Rong Zhang. (2023) When literacy ate language: An analysis of a research‐based literacy intervention for designated English Learners. TESOL Journal 14:3.
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Trish Morita‐Mullaney, Jenna Cushing‐Leubner, Michelle Benegas, Michelle C. S. Greene & Amy Stolpestad. (2023) Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning . TESOL Quarterly.
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Monica S. Yoo, Lisa Fetman, Veronica G. Garza, Leslie T. Grant & Marah Guzman. 2023. Empowering Students Through Multilingual and Content Discourse. Empowering Students Through Multilingual and Content Discourse 17 36 .
Nora Alicia Luna & James C. Jupp. (2023) The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán. Cultural Studies of Science Education 18:2, pages 465-482.
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Mark R. Emerick. (2021) Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education. Educational Administration Quarterly 58:2, pages 223-257.
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Kerry Soo Von Esch, Suhanthie Motha & Ryuko Kubota. (2020) Race and language teaching. Language Teaching 53:4, pages 391-421.
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Grace MyHyun Kim & North Cooc. (2020) Teaching for social justice: A research synthesis on Asian American and Pacific Islander teachers in U.S. schools. Teaching and Teacher Education 94, pages 103104.
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Jihea Maddamsetti. (2019) Where All the Good Teachers are Cape Verdean Americans: A White Teacher’s Identity Positionings in an Urban Elementary School. The Urban Review 52:1, pages 100-126.
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Trish Morita‐Mullaney. 2019. The Handbook of TESOL in K‐12. The Handbook of TESOL in K‐12 423 439 .

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