Citations (27)
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Read on this site (13)
Alexandra Babino & Kimberly Muñoz. (2023) Caminos de convivencia: A comparative case study of bilingual pre-service teachers’ biliteracies development. Bilingual Research Journal 46:1-2, pages 176-201.
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Shakina Rajendram. (2023) Translanguaging as an agentive pedagogy for multilingual learners: affordances and constraints. International Journal of Multilingualism 20:2, pages 595-622.
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Giselle Martinez Negrette. (2022)
‘You don’t speak Spanish in the cafeteria’: an intersectional analysis of language and social constructions in a kindergarten dual language immersion class. International Journal of Bilingual Education and Bilingualism 25:4, pages 1467-1483.
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Kathryn Henderson. (2022) Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers. Journal of Language, Identity & Education 21:2, pages 116-132.
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Meredith McConnochie. (2021) Co-constructing Frames of Peer Help during Writers Workshop in a Second-grade Bilingual Class. Journal of Language, Identity & Education 20:3, pages 197-212.
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Mariana Alvayero Ricklefs. (2021) Functions of language use and raciolinguistic ideologies in students’ interactions. Bilingual Research Journal 44:1, pages 90-107.
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Angela Canas, Veronica Bordes Edgar & Joy Neumann. (2020) Practical Considerations in the Neuropsychological Assessment of Bilingual (Spanish-English) Children in the United States: Literature Review and Case Series. Developmental Neuropsychology 45:4, pages 211-231.
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Gabrielle Oliveira, Chris K. Chang-Bacon, Eunhye Cho & Maria Baez-Cruz. (2020) Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program. Bilingual Research Journal 43:2, pages 212-231.
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Nathaly S. Batista-Morales, Cori Salmerón & Samuel DeJulio. (2019) Their words, their worlds: Critical literacy in bilingual spaces. Bilingual Research Journal 42:4, pages 471-490.
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Katherine Christoffersen. (2019) Linguistic Terrorism in the Borderlands: Language Ideologies in the Narratives of Young Adults in the Rio Grande Valley. International Multilingual Research Journal 13:3, pages 137-151.
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Alexandra Babino & Mary Amanda Stewart. (2018) Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. Bilingual Research Journal 41:3, pages 272-297.
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Christian E. Zuniga, Kathryn I. Henderson & Deborah K. Palmer. (2018) Language policy toward equity: how bilingual teachers use policy mandates to their own ends. Language and Education 32:1, pages 60-76.
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Shuling Yang, Natalia A. Ward & Emily Hayden. Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States. Journal of Language, Identity & Education 0:0, pages 1-14.
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Articles from other publishers (14)
Rachel Snyder Bhansari. (2023) “I’ve become what I’m trying to fight…”: classroom language policy navigation and embodied critical consciousness. Language Policy.
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Shakina Rajendram. (2021) The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging. Applied Linguistics Review 0:0.
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Jeff MacSwan. (2020) Translanguaging, language ontology, and civil rights. World Englishes 39:2, pages 321-333.
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Kristen Lindahl. (2020) Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts連結意識形態與意識 : 學科內容和語言整合學習背景下的批判性多語言意識. English Teaching & Learning 44:2, pages 211-228.
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Chris K. Bacon. (2018) “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners. Journal of Teacher Education 71:2, pages 172-187.
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Alexandra Babino & Mary Amanda StewartAlexandra Babino & Mary Amanda Stewart. 2020. Radicalizing Literacies and Languaging. Radicalizing Literacies and Languaging
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Alexandra Babino & Mary Amanda StewartAlexandra Babino & Mary Amanda Stewart. 2020. Radicalizing Literacies and Languaging. Radicalizing Literacies and Languaging
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Bedrettin Yazan. (2019) Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience. TESOL Journal 10:4.
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Blanca Caldas. (2019) To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning. TESOL Journal 10:4.
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Lindsey W. Rowe. (2019) Constructing language ideologies in a multilingual, second-grade classroom: A case study of two emergent bilingual students’ language-use during eBook composing. Linguistics and Education 52, pages 1-12.
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Kristen Lindahl & Kathryn I. Henderson. (2019) The intersection of language ideologies and language awareness among in-service teachers of emergent
bilinguals. Journal of Immersion and Content-Based Language Education 7:1, pages 61-87.
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Kathryn I. Henderson. (2017) Teacher language ideologies mediating classroom-level language policy in the implementation of dual language bilingual education. Linguistics and Education 42, pages 21-33.
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Eurydice Bouchereau Bauer, Vivian Presiado & Soria Colomer. (2016) Writing Through Partnership. Journal of Literacy Research 49:1, pages 10-37.
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Jeff MacSwan. (2017) A Multilingual Perspective on Translanguaging. American Educational Research Journal 54:1, pages 167-201.
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