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Teaching and Knowing inNepantla: “I wanted them to realize that, thatisbeing bilingual.”
16 references·12 citing·40 second hop
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Narration and its contribution to self and identity (2011)Distributed cognitions : psychological and educational considerations (1997)The cultural nature of human development (2003)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)The Cultural Nature of Human Development (2007)Culturally Sustaining Pedagogy (2012)What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward (2014)Changing Contexts and Shifting Paradigms in Pronunciation Teaching (2005)Identity, language learning, and social change (2011)Identity and a Model of Investment in Applied Linguistics (2015)Diasporas (1994)Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework (2001)Intersectionality and research in psychology. 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this work references cited by second hop

References

  • 1990Qualitative evaluation and research methods17,943 cited
  • 2017Borderlands/La Frontera: The New Mestiza10,735 cited
  • 1990Positioning: The Discursive Production of Selves5,357 cited
  • 1999Identity and agency in cultural worlds4,064 cited
  • 2002Subtractive Schooling: US-Mexican Youth and the Politics of Caring2,341 cited
  • 2003Cultural Ways of Learning: Individual Traits or Repertoires of Practice2,156 cited
  • 2001Identity and Language Learning: Gender, Ethnicity and Educational Change1,799 cited
  • 2010Bilingual education in the 21st century: a global perspective1,648 cited
  • 1983Life with Two Languages: An Introduction to Bilingualism.1,276 cited
  • 2011Mathematics Teacher Noticing949 cited
  • 2002Researching Your Own Practice884 cited
  • 2013Critical Race Counterstories along the Chicana/Chicano Educational Pipeline842 cited
  • 1997Growing up bilingual: Puerto Rican children in New York810 cited
  • 2003This bridge we call home: radical visions for transformation725 cited
  • 2001Life History Research in Educational Settings: Learning from Lives723 cited
  • 2010

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Negotiating Language Policies in Schools
646 cited

Cited by

  • 2021Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program18 cited
  • 2025Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy10 cited
  • 2023Examining ESL and bilingual teachers’ agency after NCLB: expanding the ecological perspective9 cited
  • 2023Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment7 cited
  • 2023Caminos de convivencia: A comparative case study of bilingual pre-service teachers’ biliteracies development6 cited
  • 2024What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies6 cited
  • 2023“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program5 cited
  • 2023“Mi conciencia habla inglés, aunque yo no quiera”: Unearthing sociopolitical wisdom through translingual poetry5 cited
  • 2022‘What language does grandma speak?’: an understanding of dual language teacher candidates’ language ideologies in elementary placements4 cited
  • 2024“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio4 cited
  • 2023The relational actor: How teachers in bilingual schools distribute their political agency3 cited
  • 2024Feeling Saudade : Transborder Brazilian children’s critical consciousness in liminal zones of dual language bilingual education classrooms3 cited