Iyengar, M. M. (2014). Not mere abstractions: Language policies and language ideologies in U.S. settler colonialism. Decolonization: Indigeneity, Education & Society, 3(2), 33-59.  

Ahmed, M. (2017, Oct. 22). Where native kids were sent to be Americanized. Mother Jones. Retrieved from https://www.motherjones.com/media/2017/10/native-  american-boarding-schools-shadows-of-sherman-institute/

Flores, N. (2016). A tale of two visions: Hegemonic whiteness and bilingual education. Educational Policy, 30(1), 13-38.  

Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14-29.

 

Henderson, K. I. (2017). Teacher language ideologies mediating classroom-level language policy in the implementation of dual language bilingual education. Linguistics and Education, 42(1), 21-33. 

Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism:  How dual language teachers make sense of everyday translanguaging. International  Multilingual Research Journal, 9(1), 26-42. doi:10.1080/19313152.2014.977712

Nuñez, I., & Espinoza, K. (2019). Bilingual pre-service teachers’ initial experiences: Language ideologies in practice. Journal of Latinos and Education, 18(3), 228-242. 

 

Paris, D. (2009). “They’re in my culture, they speak the same way”: African American language in multiethnic high schools. Harvard Educational Review, 79(3), 428-447. 

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171. doi:10.17763/0017- 8055.85.2.149

Chávez-Moreno, L. C. (2019). Researching Latinxs, racism, and white supremacy in bilingual Education: A literature review. Critical Inquiry in Language Studies. Doi: 10.1080/15427 587.2019.1624966

Cioè-Peña, M. (2020). Raciolinguistics and the education of emergent bilinguals labeled as disabled. The Urban Review, https://doi.org/10.1007/s11256-020-00581-z

 

Martinez, R. M. (2010). Spanglish as a literacy tool: Toward an understanding of the potential role of Spanish-English code switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124-149. 

Vogel, S., & García, O. (2017). Translanguaging. Oxford Research Encyclopedia of Education. doi: 10.1093/acrefore/9780190264093.013.181

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.

Coles, J. A. (2019). The black literacies of urban high school youth countering antiblackness in  the context of neoliberal multiculturalism. Journal of Language and Literacy Education, 15(2), 1-35. 

 

Cervantes-Soon, C. G. (2014). A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal, 37(1), 64-82.

Martínez, R. A. (2017). Dual language education and the erasure of Chicanx, Latinx, and indigenous Mexican children: A call to re-imagine (and imagine beyond) bilingualism. Texas Education Review, 5(1), 81-92. 

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

 

Petrovic, J. E. (2005). The conservative restoration and neoliberal defenses of bilingual education. Language Policy, 4(4), 395-416.

Hornberger, N. H., & Johnson, D. J. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 41(3), 509-532. 

Katnelson, N., & Bernstein, K. A. (2016). Rebranding bilingualism: The shifting discourses of language education policy in California’s 2016 election. Linguistics & Education, 40 (1), 11-26. 

Flores, N., & Chaparro, S. (2018). What counts as language education policy?: Developing a  materialist anti-racist approach to language activism. Language Policy, 17(3), 365-384. 

 

Cervantes-Soon, C. G. (2018). Using a Xicana feminist framework in Bilingual teacher preparation: Toward an anticolonial path. The Urban Review, 50(5), 857-888. 

Caldas, B. (2018). “More meaningful to do it than just reading it:” Rehearsing praxis among  Mexican American/Latinx pre-service teachers. Teaching Education, 29(4), 370-382.