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Cited by

• 2018“It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners113 cited
• 2015Knowing What Teachers Know99 cited
• 2019Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry75 cited
• 2019Preparing Critically Conscious Dual-Language Teachers: Recognizing and Interrupting Dominant Ideologies70 cited
• 2021Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth: Counter-Possibilities53 cited
• 2017Developing as an agentive bilingual teacher: self-reflexive and student-learning inquiry as teacher education resources50 cited
• 2019To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning49 cited
• 2018The sociopolitical struggle and promise of bilingual teacher education: Past, present, and future46 cited
• 2022Preparing Pre-Service Content Area Teachers Through Translanguaging46 cited
• 2019Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings45 cited
• 2018Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education40 cited
• 2019Codeswitching in the Classroom40 cited
• 2017