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Cited by

• 2013Coloniality and Education: Negotiating Discourses of Immigration in Schools and Communities Through Border Thinking73 cited
• 2012“I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School56 cited
• 2012Students using multimodal literacies to surface micronarratives of United States immigration55 cited
• 2013When Institutionalized Discourses Become Familial: Mexican Immigrant Families Interpreting and Enacting High Stakes Educational Reform40 cited
• 2016Indiana Emergent Bilingual Student Time to Reclassification33 cited
• 2019Showcasing transnational and bilingual expertise: A case study of a Cantonese-English emergent bilingual within an after-school program centering Latinx experiences27 cited
• 2015Developing Teachers’ Knowledge and Skills at the Intersection of English Language Learners and Language Assessment23 cited
• 2012Unpacking Pandora's Box: Issues in the Assessment of English Learners’ Literacy Skill Development in Multimodal Classrooms14 cited
• 2017Assessing English language learners: theory and practice10 cited
• 2016Story Nights: an apprenticeship into literacy through bilingual story reading9 cited
• 2013Sampling an Inner DJ with Hip Hop Hopes: (Re)Writing Immigrant Identities for English Language Learners in Classroom Third Spaces8 cited
• 2012A scale analysis of the effects of US federal policy5 cited