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English learners left behind: standardized testing as language policy
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  • 2010Academic trajectories of newcomer immigrant youth.284 cited
  • 2014Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform277 cited
  • 2014Power and agency in language policy appropriation253 cited
  • 2019Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education238 cited
  • 2012No Child Left Bilingual189 cited
  • 2010NCLB and English Language Learners: Challenges and Consequences188 cited
  • 2012Translanguaging in Today's Classrooms: A Biliteracy Lens186 cited
  • 2010The long-term impact of subtractive schooling in the educational experiences of secondary English language learners186 cited
  • 2016Language education policy and multilingual assessment177 cited
  • 2011Critical discourse analysis and the ethnography of language policy173 cited
  • 2012Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy165 cited
  • 2008Explaining English Language Proficiency Among Adolescent Immigrant Students164 cited
  • 2015Looking Holistically in a Climate of Partiality: Identities of Students Labeled Long-Term English Language Learners154 cited

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2010
Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration
134 cited
  • 2016Language Program Evaluation133 cited
  • 2016“If You Need Help, They are Always There for us”: Education for Refugees in an International High School in NYC130 cited