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International Multilingual Research Journal Volume 12, 2018 - Issue 3: Teacher Agency and “Pedagogies of Hope” for Bilingual Learners (in a Brave New World)
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Original Articles

Supporting Bilingual Teachers To Be Leaders for Social Change: “I must create advocates for biliteracy.”

Deborah K. PalmerEducational Equity and Cultural Diversity, University of Colorado BoulderCorrespondence[email protected]
Pages 203-216 | Published online: 09 May 2018

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María Capdevila-Gutiérrez, Eduardo Muñoz-Muñoz, Fernando Rodríguez-Valls & Jordi Solsona-Puig. (2023) The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: a readying examination of current practices, needs, and potentialities. International Journal of Bilingual Education and Bilingualism 26:7, pages 774-785.
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Kristen L. Pratt & Maria Dantas-Whitney. (2023) Educational Leaders’ Agentive Power to Disrupt Racial and Linguistic Hierarchies. Journal of Language, Identity & Education 22:1, pages 36-50.
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Maite T. Sánchez, Kate Menken & Liza N. Pappas. (2022) “What are you doing to us?!”: mediating English-only policies to sustain a bilingual education program. International Multilingual Research Journal 16:4, pages 291-307.
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Jihea Maddamsetti. (2022) Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives. Journal of Language, Identity & Education 21:4, pages 231-247.
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Betty Alicia Cárdenas. (2022) Teacher leadership for social change in bilingual and bicultural education. International Journal of Bilingual Education and Bilingualism 25:5, pages 1934-1937.
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Martha I. Martinez, Joanna Meadvin, Adriana Diaz, Heather Skibbins, Anya Hurwitz & Corina Sapien. (2022) Keeping an eye on equity in bilingual education. NABE Journal of Research and Practice 12:1, pages 36-47.
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Kari Spernes & Hilde Sofie Fjeld. (2021) “Nobody Notices You, So You Are Invisible”: Recognition of Bilingual Teachers in Schools. Scandinavian Journal of Educational Research 65:6, pages 1128-1140.
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Christian Fallas Escobar. (2019) Translanguaging by Design in EFL Classrooms. Classroom Discourse 10:3-4, pages 290-305.
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