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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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Suzanne García-Mateus. (2023) Bilingual student perspectives about language expertise in a gentrifying two-way immersion program. International Journal of Bilingual Education and Bilingualism 26:1, pages 34-49.
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Firth MacKenzie McEachern. (2022) A History of Bilingual Education in the US: Examining the Politics of Language Policymaking. International Journal of Bilingual Education and Bilingualism 25:9, pages 3526-3530.
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Spencer Salas, Jatnna Acosta & Jillian La Serna. (2022) Teacher disequilibrium, programmatic doublespeak, and “a day without immigrants”. Journal of Curriculum and Pedagogy 19:4, pages 343-361.
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Nelson Flores & Lauren McAuliffe. (2022) ‘In other schools you can plan it that way’: a raciolinguistic perspective on dual language education. International Journal of Bilingual Education and Bilingualism 25:4, pages 1349-1362.
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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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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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Daniel Heiman, Eric Ruíz Bybee, Haydeé Marie Rodríguez & Luís Urrieta. (2021) “Era como si esas casas no encajaban con la comunidad”: Caminatas with Futurxs Maestrxs Bilingües in a Gentrifying Latinx Community. Journal of Language, Identity & Education 20:1, pages 30-44.
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Jillian J. La Serna. (2020) Culturally relevant pedagogy in two-way immersion classrooms. Bilingual Research Journal 43:4, pages 400-416.
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Michael R. Scott. (2019) ‘Now they’re coming after our schools’: interrogating urban intimacies of children and displacement. Children's Geographies 17:6, pages 748-754.
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Deborah K. Palmer, Claudia Cervantes-Soon, Lisa Dorner & Daniel Heiman. (2019) Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education. Theory Into Practice 58:2, pages 121-133.
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