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“I’m Trilingual – So What?”: Official French/English Bilingualism, Race, and French Language Teachers’ Linguistic Identities in Canada
16 references·4 citing·41 second hop
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this work references cited by second hop

References

  • 2013Translanguaging3,822 cited
  • 2005Identity and interaction: a sociocultural linguistic approach3,794 cited
  • 2019Thematic Analysis2,795 cited
  • 2013The Handbook of Conversation Analysis1,611 cited
  • 2006An Introduction to Language Policy: Theory and Method1,339 cited
  • 2011Handbook of Research in Second Language Teaching and Learning1,173 cited
  • 2003Language Policy981 cited
  • 1998Language, Race, and White Public Space971 cited
  • 1999Linguistic minorities and modernity : a sociolinguistic ethnography939 cited
  • 2010Negotiating Language Policies in Schools646 cited
  • 2011Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities635 cited
  • 2011Analyzing Narrative: Discourse and Sociolinguistic Perspectives615 cited
  • 2016Reflections on Language Teacher Identity Research504 cited
  • 2009Race, Culture, and Identities in Second Language Education371 cited
  • 2004Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education348 cited
  • 2005Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society

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328 cited

Cited by

  • 2023Teaching French as a Second Language in Canada: Convergence Points of Language, Professional Knowledge, and Mentorship from Teacher Preparation through the Beginning Years10 cited
  • 2024Belonging and Legitimacy for French Language Teachers5 cited
  • 2025Rethinking French‐as‐a‐second‐language education as a space for supporting Indigenous language work on xʷməθkʷəyəm (Musqueam) land4 cited
  • 2023Multilingual Learners in Canadian French Immersion Programs: Looking Back and Moving Forward4 cited