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Cited by

• 2019“Le Hacemos La Lucha”: Learning from Madres Mexicanas’ Multimodal Approaches to Raising Bilingual, Biliterate Children30 cited
• 2021Mexican‐heritage Children’s Learning of Ballet Folklórico: Herencia, Familia, y Orgullo29 cited
• 2020Multimodal Cuentos as Fugitive Literacies on the Mexico-US Borderlands28 cited
• 2023Toward Border‐Crossing Biliteracies: Pláticas of Midwest Transnational Latinx Families Reading and (Re)writing the World26 cited
• 2021“This is What My Kids See Every Day”: Bilingual Pre-service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy25 cited
• 2021Ruptures of Possibility: Mexican Origin Mothers as Critical Border Pedagogues21 cited
• 2021“Because We Have to Speak English at School”: Transfronterizx Children Translanguaging Identity to Cross the Academic Border19 cited
• 2023Decolonizing US Latinx Students’ Language: El Sur in the Schools of El Norte15 cited
• 2019Education in Citizenship on the U.S./Mexico Border: The Language and Literacy Instruction of Emergent BilingualTransfronterizxStudents10 cited
• 2018Ideologies of language among ELLs on the US-Mexico border: the case of a transitional bilingual programme6 cited
• 2023“Research shows”: Authoritative discourse in dual language bilingual education across two school districts5 cited
• 2022Forging an Identity as a Transfronterizo Student in the Context of Neoliberalism and English Language Learning at the U.S.-Mexico Border