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Considerations in Utilizing Translanguaging Practices to Meet the Language Needs of Maya Children in U.S. Schools
16 references·0 citing·38 second hop
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this work references cited by second hop

References

  • 2005Whose culture has capital? A critical race theory discussion of community cultural wealth7,597 cited
  • 2009Bilingual education in the 21st century: a global perspective3,563 cited
  • 2008American Speech‐Language‐Hearing Association2,557 cited
  • 2015Clarifying translanguaging and deconstructing named languages: A perspective from linguistics2,130 cited
  • 2012Translanguaging: developing its conceptualisation and contextualisation651 cited
  • 2015Barriers to health care for undocumented immigrants: a literature review626 cited
  • 2003Racial inequity in special education570 cited
  • 2005Maya Intellectual Renaissance256 cited
  • 2020Beyond Scores: Using Converging Evidence to Determine Speech and Language Services Eligibility for Dual Language Learners142 cited
  • 2014The psychosocial impact of detention and deportation on U.S. Migrant children and families.140 cited
  • 2000Ideology, Linguistic Capital and the Medium of Instruction in Hong Kong107 cited
  • 2020Co-learning in the High School English Class through Translanguaging: Emergent Bilingual Newcomers and Monolingual Teachers59 cited
  • 2014Maya Cultural Resistance in Los Angeles54 cited
  • 2015Mayan language revitalization, hip hop, and ethnic identity in Guatemala34 cited

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2012
Pedagogías del Camaleón /Pedagogies of the Chameleon: Identity and Strategies of Survival for Transnational Indigenous Latino Immigrants in the US South
29 cited
  • 2012Compadrazgo24 cited
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