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Cited by

• 2016(Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education259 cited
• 2022Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguistics187 cited
• 2023Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions109 cited
• 2019The white native speaker and inequality regimes in the private English language school74 cited
• 2016Rethinking Nativeness: Toward a Dynamic Paradigm of (Non)Native Speakering69 cited
• 2018“So, why do you sign?” Deaf and hearing new signers, their motivation, and revitalisation policies for sign languages51 cited
• 2021In Pursuit of English43 cited
• 2021“Now it’s all upper-class parents who are checking out schools”: gentrification as coloniality in the enactment of two-way bilingual education policies42 cited
• 2020World Englishes, translingualism, and racialization in the US college composition classroom40 cited
• 2016Native and non-native speaker identities in interaction: Trajectories of power34 cited
• 2022Indeterminacy in L1 French grammars: the case of gender and number agreement26 cited
• 2022Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers21 cited
• 2022Es un mal castellano cuando decimos ‘su’: Language instruction, raciolinguistic ideologies and study abroad in Peru