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García, O., & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In A. Blackledge & A. Creese (Eds.), Heteroglossia as Practice and Pedagogy (pp. 199-216). Dordrecht, Netherlands: Springer.
Palmer, D., Cervantes-Soon, C., Dorner, L., & Heiman, D. (2019). Bilingualism, biliteracy, biculturalism, and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education. Theory into Practice, 58(2), 121-133.
Wall, D. J., Greer, E., & Palmer, D. K. (2019). Exploring institutional processes in a district-wide dual language program: Who is it for? Who is left out? Journal of Latinos and Education, Journal of Latinos and Education. doi.org/10/1080/15348431.2019.1613996
Chaparro, S. E. (2020). Leading parallel lives: School, parents, and community in a gentrifying two-way immersion program. International Multilingual Research Journal, 14(1), 41-57. doi:https://doi.org.10.1080/19313152.2019.1634957