Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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.

Requested Article:

“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing
Christian Fallas Escobar, Kathryn Henderson, Kristen Lindahl
Modern Language Journal (2022) Vol. 106, Iss. 1, pp. 196-215
Closed Access | Times Cited: 15

Showing 15 citing articles:

Incorporating teacher emotions and identity in teacher education practices: affordances of critical autoethnographic narrative
Bedrettin Yazan
Language Learning Journal (2023) Vol. 51, Iss. 5, pp. 649-661
Closed Access | Times Cited: 13
Raciolinguistic chronotopes in bilingual teacher candidates’ language portraits: A call for centering race in bilingual teacher education
Christian Fallas Escobar, Ryan W. Pontier
Bilingual Research Journal (2024) Vol. 47, Iss. 1, pp. 58-76
Closed Access | Times Cited: 2
Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame
Hazel Vega, Christian Fallas Escobar
Linguistics and Education (2024) Vol. 82, pp. 101306-101306
Closed Access | Times Cited: 2
Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals
Jorge Solís, Kristen Lindahl, Bedrettin Yazan
TESOL Journal (2024)
Closed Access | Times Cited: 2
Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood
Christian Fallas Escobar
Journal of Language Identity & Education (2023), pp. 1-15
Closed Access | Times Cited: 5
Educators’ Stancetaking on Standardized English: From Prescriptivist to Critically Conscious and Somewhere In-Between
Kate T. Anderson, Sara Rodríguez-Martínez, Sae saem Yoon
Journal of Language Identity & Education (2024), pp. 1-16
Closed Access | Times Cited: 1
Navigating monolingual language ideologies: Educators’ “Yes, BUT” objections to linguistically sustaining pedagogies in the classroom
Kate T. Anderson, Chris K. Chang‐Bacon, María Guzmán Antelo
International Journal of Bilingualism (2024) Vol. 28, Iss. 4, pp. 618-634
Closed Access | Times Cited: 1
Raciolinguistic metacommentary: Examining Latina/o bilingual teacher candidates’ everyday experiences with raciolinguistic ideologies
Christian Fallas Escobar
International Multilingual Research Journal (2023) Vol. 18, Iss. 1, pp. 34-49
Closed Access | Times Cited: 4
Soft linguistic terrorism: 21st century re-articulations
Mike Mena
Educational Linguistics (2023) Vol. 2, Iss. 2, pp. 123-144
Closed Access | Times Cited: 4
Critical Approaches to World Englishes
Peter I. De Costa, Curtis Green‐Eneix, Praew Bupphachuen, et al.
(2024), pp. 181-190
Closed Access
Confronting Deficit Narratives
Hüseyin Uysal, Christian Fallas Escobar
TESL Canada Journal (2024) Vol. 41, Iss. 1, pp. 103-124
Open Access
Reconceptualizing literacy and disrupting Whiteness: Multiliteracies autobiographies in teacher education
Monica Shank Lauwo
Linguistics and Education (2024) Vol. 85, pp. 101378-101378
Open Access
Navigating Pathways of Higher Education: The Cultural Wealth of Second-Generation Latina Immigrant Students
Janeth Martinez-Cortes
Journal of Latinos and Education (2024), pp. 1-13
Closed Access
Monolingual content-area teacher candidates’ identity work in an online teacher education course
Jessica McConnell, Zhongfeng Tian, Bedrettin Yazan
Linguistics and Education (2023) Vol. 77, pp. 101228-101228
Closed Access | Times Cited: 1
Becoming a Teacher of Culturally and Linguistically Diverse Learners: A Future Content-area Teacher’s Professional Identity Construction through Online Coursework
Jessica McConnell, Zhongfeng Tian, Bedrettin Yazan
TESL Canada Journal (2022) Vol. 39, Iss. 2, pp. 39-62
Open Access | Times Cited: 2
Page 1

Scroll to top