Citations (46)
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Maria Del Rosario Talamantes. (2023) A Critical Classroom Study of Language Oppression: Manuel and Malena’s Testimonios, “Sentía como que yo no valía nada . . . se reían de mí”. Journal of Latinos and Education 22:3, pages 926-947.
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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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Sofía E. Chaparro. (2023) Martín and the pink crayon: peer language socialization in a kindergarten bilingual classroom. International Journal of Bilingual Education and Bilingualism 26:1, pages 50-68.
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Laura Hamman-Ortiz. (2023) Becoming bilingual in two-way immersion: patterns of investment in a second-grade classroom. International Journal of Bilingual Education and Bilingualism 26:1, pages 69-83.
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Laura Hamman-Ortiz & Gail Prasad. (2022) Reimagining Bilingual Education: A Linguistically Expansive Orientation. Journal of Language, Identity & Education 0:0, pages 1-20.
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Dan Liu, Yi Deng & Katherine Wimpenny. (2022) Students’ perceptions and experiences of translanguaging pedagogy in teaching English for academic purposes in China. Teaching in Higher Education 0:0, pages 1-19.
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Iratxe Serna-Bermejo & David Lasagabaster. (2022) Translanguaging in Basque and English: practices and attitudes of university teachers and students. International Journal of Multilingualism 0:0, pages 1-20.
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Alain Bengochea & Mileidis Gort. (2022) Translanguaging for varying discourse functions in sociodramatic play: an exploratory multiple case study of young emergent bilinguals. International Journal of Bilingual Education and Bilingualism 25:5, pages 1697-1712.
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Juan A. Freire & Erika Feinauer. (2022) Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms. International Journal of Bilingual Education and Bilingualism 25:4, pages 1516-1529.
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Bingjie Zheng. (2021) Translanguaging in a Chinese immersion classroom: an ecological examination of instructional discourses. International Journal of Bilingual Education and Bilingualism 24:9, pages 1324-1339.
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Michaela Pörn & Katri Hansell. (2020) The teacher’s role in supporting two-way language learning in classroom tandem. International Journal of Bilingual Education and Bilingualism 23:5, pages 534-549.
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Amy Clark. (2020) Cultural relevance and linguistic flexibility in literature discussions with emergent bilingual children. Bilingual Research Journal 43:1, pages 50-70.
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Laura Hamman-Ortiz. (2019) Troubling the “two” in two-way bilingual education. Bilingual Research Journal 42:4, pages 387-407.
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Ester J. de Jong, Tuba Yilmaz & Nidza Marichal. (2019) A Multilingualism-as-a-Resource Orientation in Dual Language Education. Theory Into Practice 58:2, pages 107-120.
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Patricia Venegas-Weber. (2018) Teaching and Knowing in Nepantla: “I wanted them to realize that, that is being bilingual.”. International Multilingual Research Journal 12:3, pages 160-172.
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María Teresa (Maite) Sánchez, Ofelia García & Cristian Solorza. (2018) Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal 41:1, pages 37-51.
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Laura Hamman. (2018) Translanguaging and positioning in two-way dual language classrooms: a case for criticality. Language and Education 32:1, pages 21-42.
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Suzanne García-Mateus & Deborah Palmer. (2017) Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education. Journal of Language, Identity & Education 16:4, pages 245-255.
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Katherine O'Donnell Christoffersen. (2017) What Students Do with Words: Language Use and Communicative Function in Full and Partial Immersion Classrooms. NABE Journal of Research and Practice 8:1, pages 92-110.
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Ryan Pontier & Mileidis Gort. (2016) Coordinated Translanguaging Pedagogy as Distributed Cognition: A Case Study of Two Dual Language Bilingual Education Preschool Coteachers’ Languaging Practices During Shared Book Readings. International Multilingual Research Journal 10:2, pages 89-106.
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Ester J. de Jong. (2016) Two-Way Immersion for the Next Generation: Models, Policies, and Principles. International Multilingual Research Journal 10:1, pages 6-16.
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Audrey Lucero. (2015) Who’s Holding El Marcador? Peer Linguistic Mediation Gone Awry in a Dual Language Classroom. Journal of Language, Identity & Education 14:4, pages 219-236.
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Sarah Garrity, Cristian R. Aquino-Sterling & Ashley Day. (2015) Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning. International Multilingual Research Journal 9:3, pages 177-196.
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Irene Welch. (2015) Building Interactional Space in an ESL Classroom to Foster Bilingual Identity and Linguistic Repertoires. Journal of Language, Identity & Education 14:2, pages 80-95.
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Mileidis Gort & RyanW. Pontier. (2013) Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education 27:3, pages 223-245.
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Mari Haneda. (2009) Learning about the past and preparing for the future: a longitudinal investigation of a grade 7 ‘sheltered’ social studies class. Language and Education 23:4, pages 335-352.
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