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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

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Showing 1-25 of 59 citing articles:

Ethnography of language policy
David Johnson
Language Policy (2009) Vol. 8, Iss. 2, pp. 139-159
Closed Access | Times Cited: 288
Teacher language ideologies mediating classroom-level language policy in the implementation of dual language bilingual education
Kathryn Henderson
Linguistics and Education (2017) Vol. 42, pp. 21-33
Closed Access | Times Cited: 96
Implementational and ideological spaces in bilingual education language policy
David Johnson
International Journal of Bilingual Education and Bilingualism (2009) Vol. 13, Iss. 1, pp. 61-79
Closed Access | Times Cited: 108
High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas
Deborah K. Palmer, Virginia Snodgrass Rangel
Educational Policy (2010) Vol. 25, Iss. 4, pp. 614-647
Closed Access | Times Cited: 98
Language policy toward equity: how bilingual teachers use policy mandates to their own ends
Christian E. Zúñiga, Kathryn Henderson, Deborah K. Palmer
Language and Education (2017) Vol. 32, Iss. 1, pp. 60-76
Closed Access | Times Cited: 51
Between language as problem and resource: Examining teachers’ language orientations in dual-language programs
Christian E. Zúñiga
Bilingual Research Journal (2016) Vol. 39, Iss. 3-4, pp. 339-353
Closed Access | Times Cited: 43
Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns
Katie A. Bernstein, Sultan Kilinc, Megan Troxel Deeg, et al.
International Journal of Bilingual Education and Bilingualism (2018) Vol. 24, Iss. 4, pp. 457-480
Closed Access | Times Cited: 38
Beliefs in Context
Megan Hopkins
Educational Policy (2014) Vol. 30, Iss. 4, pp. 573-605
Closed Access | Times Cited: 37
A Template Analysis of Teacher Agency at an Academically Successful Dual Language School
Juliet M. Ray
Journal of Advanced Academics (2009) Vol. 21, Iss. 1, pp. 110-141
Closed Access | Times Cited: 40
Theorizing Translanguaging and Multilingual Literacies Through Human Capital Theory
Patrick H. Smith, Luz A. Murillo
International Multilingual Research Journal (2014) Vol. 9, Iss. 1, pp. 59-73
Closed Access | Times Cited: 31
Troubling Messages: Agency and Learning in the Early Schooling Experiences of Children of Latinx Immigrants
Jennifer Keys Adair, Kiyomi Sánchez‐Suzuki Colegrove, Molly McManus
Teachers College Record The Voice of Scholarship in Education (2018) Vol. 120, Iss. 6, pp. 1-40
Open Access | Times Cited: 31
Contesting math as the universal language: a longitudinal study of dual language bilingual education language allocation
Trish Morita‐Mullaney, Jennifer Renn, Ming Ming Chiu
International Multilingual Research Journal (2020) Vol. 15, Iss. 1, pp. 43-60
Open Access | Times Cited: 26
NO CHILD LEFT BEHIND AND ITS EFFECTS ON LANGUAGE POLICY
Kate Menken
Annual Review of Applied Linguistics (2009) Vol. 29, pp. 103-117
Open Access | Times Cited: 37
Bilingual education in Mozambique: a case-study on educational policy, teacher beliefs, and implemented practices
Sandra Elena L. Terra
International Journal of Bilingual Education and Bilingualism (2018) Vol. 24, Iss. 1, pp. 16-30
Closed Access | Times Cited: 27
“As the Test Collapses In”: Teaching and Learning Amid High-Stakes Testing in Two Urban Elementary Classrooms
Michiko Hikida, Laura A. Taylor
Urban Education (2020) Vol. 58, Iss. 6, pp. 1032-1060
Closed Access | Times Cited: 22
Voices From the Field: What Have We Learned About Instructional Leadership?
Tony Townsend, Michele Acker‐Hocevar, Julia Ballenger, et al.
Leadership and Policy in Schools (2013) Vol. 12, Iss. 1, pp. 12-40
Open Access | Times Cited: 26
Repositioning biliteracy as capital for learning: lessons from teacher preparation at the US–Mexico border
Patrick H. Smith, Luz A. Murillo
International Journal of Qualitative Studies in Education (2013) Vol. 26, Iss. 3, pp. 301-323
Closed Access | Times Cited: 25
Teaching and Learning Chinese through Immersion: A Case Study from the North American Context
Chan Lü
Frontiers of Education in China (2020) Vol. 15, Iss. 1, pp. 99-141
Closed Access | Times Cited: 20
Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It
Ilana M. Umansky, Janette D. Avelar
Journal of Education for Students Placed at Risk (JESPAR) (2022) Vol. 28, Iss. 1, pp. 122-147
Closed Access | Times Cited: 12
From global jobs to safe spaces: the diverse discourses that sell multilingual schooling in the USA
Lisa M. Dorner
Current Issues in Language Planning (2014) Vol. 16, Iss. 1-2, pp. 114-131
Closed Access | Times Cited: 18
Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers’ Insights
Zulmaris Díaz, Michael Whitacre, J. Joy Esquierdo, et al.
DergiPark (Istanbul University) (2012)
Open Access | Times Cited: 17
“I will Never Forget That”: Lasting Effects of Language Discrimination on Language-Minority Children in Colombia and on the U.S.-Mexico Border
Luz A. Murillo, Patrick H. Smith
Childhood Education (2011) Vol. 87, Iss. 3, pp. 147-153
Closed Access | Times Cited: 16
“We Only Teach in English”: An Examination of Bilingual-In-Name-Only Classrooms
Kip Austin Hinton
Advances in research on teaching (2015), pp. 265-289
Closed Access | Times Cited: 15
High-Stakes Tests as De Facto Language Education Policies
Kate Menken
Springer eBooks (2016), pp. 1-12
Closed Access | Times Cited: 11
Preparing bilingual teachers on the U.S./Mexico border: including the voices of emergent bilinguals
Alcione N. Ostorga, Peter Farruggio
International Journal of Bilingual Education and Bilingualism (2018) Vol. 23, Iss. 10, pp. 1225-1237
Open Access | Times Cited: 11
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