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Cited by

• 2003The Interrelationship of Beliefs, Context, and Learning: The Case of a Teacher Reacting to Language Policy63 cited
• 2018Using a Xicana Feminist Framework in Bilingual Teacher Preparation: Toward an Anticolonial Path50 cited
• 2016Emerging Critical Meta-Awareness Among Black and Latina/o Youth During Corrective Feedback Practices in Urban English Language Arts Classrooms41 cited
• 2015Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition41 cited
• 2018Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education40 cited
• 2002Problematizing the “Dual” in a Dual-Immersion Program: A Portrait35 cited
• 2007(Re)Formulating identities in the face of fluid modernity: An interactional ethnographic approach34 cited
• 2007Building Bilingual–Bicultural Learning Communities29 cited
• 2003Fifth-Grade Bilingual Students and Precursors to “Subtractive Schooling”27 cited
• 2009‘We teach reading this way because it is the model we’ve adopted’: asymmetries in language and literacy policies in a Two‐Way Immersion programme26 cited
• 2006Fostering biliteracy in a monolingual milieu: Reflections on two counter-hegemonic English immersion classes22 cited
• 2006Making Meaning Matter: A Look at Instructional Practice in Additive and Subtractive Contexts17 cited
• 2013