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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.

Requested Article:

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity
Laura C. Chávez-Moreno
American Educational Research Journal (2021) Vol. 58, Iss. 6, pp. 1107-1141
Closed Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

AI, Concepts of Intelligence, and Chatbots: The “Figure of Man,” the Rise of Emotion, and Future Visions of Education
Bernadette Baker, Kathy A. Mills, Peter McDonald, et al.
Teachers College Record The Voice of Scholarship in Education (2023) Vol. 125, Iss. 6, pp. 60-84
Closed Access | Times Cited: 26
Brokering and (Re)membering: Immigrant Children’s In/visible Work of Implementing a Two-Way Dual Language Bilingual Education Program and Educators’ Perceptions
Mariana Lima Becker, Gabrielle Oliveira
Teachers College Record The Voice of Scholarship in Education (2025)
Closed Access
Dual Intent in Dual-language Programs: Internet Data Mining of School District Communications
Conrad Borchers, Clémence Darriet, Joshua M. Rosenberg, et al.
TechTrends (2025)
Open Access
Bridging the Gap: A Comprehensive Examination of Challenges and Strategies in Preparing LOTE-Spanish Teacher Candidates
Edna Velásquez, Maria Hasler-Barker
Journal of Hispanic Higher Education (2025)
Closed Access
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education
Miwa Aoki Takeuchi, Shakhnoza Kayumova, Zandra de Araujo, et al.
Journal of Research in Science Teaching (2022) Vol. 59, Iss. 5, pp. 876-879
Open Access | Times Cited: 19
Who Are Bilinguals? Surfacing Teacher Candidates’ Conceptions of Bilingualism
Minhye Son, Elisabeth Kim
Languages (2024) Vol. 9, Iss. 6, pp. 208-208
Open Access | Times Cited: 3
Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs
Laura C. Chávez-Moreno
The Urban Review (2021) Vol. 54, Iss. 4, pp. 554-575
Open Access | Times Cited: 21
Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education
Laura C. Chávez-Moreno
Review of Educational Research (2023) Vol. 94, Iss. 4, pp. 501-538
Open Access | Times Cited: 8
Dual Language Education and Academic Growth
Angela Johnson
Teachers College Record The Voice of Scholarship in Education (2024) Vol. 126, Iss. 2, pp. 183-213
Closed Access | Times Cited: 2
Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms
Marie L. Tanaka, Desireé Vega
School Psychology Review (2024), pp. 1-12
Closed Access | Times Cited: 2
Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification
M. Garrett Delavan, Trish Morita‐Mullaney, Juan A. Freire
Linguistics and Education (2024) Vol. 83, pp. 101330-101330
Closed Access | Times Cited: 2
“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States
Mariana Lima Becker, Gabrielle Oliveira
TESOL Quarterly (2023) Vol. 57, Iss. 3, pp. 890-915
Open Access | Times Cited: 5
Erasing Race and Disability from Educational Policies of a Chinese–English Dual Language Charter School
Lingyu Li
Teachers College Record The Voice of Scholarship in Education (2024) Vol. 126, Iss. 4-5, pp. 3-30
Closed Access | Times Cited: 1
Examining Two-Way Dual Language Program Dispersion in the Context of Neighborhood Change, Charter School Expansion, and Enrollment Decline
Clémence Darriet, Lucrecia Santibáñez
American Journal of Education (2024) Vol. 131, Iss. 1, pp. 55-91
Closed Access | Times Cited: 1
The centrality of English as one legacy of Lau: An interest convergence theory analysis of Massachusetts policy for English Learners
Christina L. Dobbs, Christine Montecillo Leider
Bilingual Research Journal (2024), pp. 1-17
Closed Access | Times Cited: 1
Biliteracy as Property: Promises and Perils of the Seal of Biliteracy
Chris K. Chang‐Bacon, Soria E. Colomer
Journal of Literacy Research (2022) Vol. 54, Iss. 2, pp. 182-207
Closed Access | Times Cited: 7
Supporting Multilingualism in Immigrant Children: An Integrative Approach
Adriana Weisleder, Alejandra Reinoso, Murielle Standley, et al.
Policy Insights from the Behavioral and Brain Sciences (2023) Vol. 11, Iss. 1, pp. 76-84
Open Access | Times Cited: 4
“They are. Bilingual.”: Manifestations of bilanguaging love in a dual language bilingual classroom
Idalia Nuñez, Jiadi Zhang, Dalia Hernandez Farias, et al.
Bilingual Research Journal (2023) Vol. 46, Iss. 1-2, pp. 47-63
Closed Access | Times Cited: 3
What is visible and invisible: the portrayal of dual language programs on school websites
Elisabeth Kim, Minhye Son
Language and Education (2023) Vol. 38, Iss. 5, pp. 727-745
Closed Access | Times Cited: 3
The Continuum of Racial Literacies: Teacher Practices Countering Whitestream Bilingual Education
Laura C. Chávez-Moreno
Research in the Teaching of English (2022) Vol. 57, Iss. 2, pp. 108-132
Closed Access | Times Cited: 5
Sociocultural Competence for Racial Justice in Dual Language Programs: Dismantling (Mis)Conceptions of Race
Veróníca González
The Urban Review (2023) Vol. 56, Iss. 1, pp. 59-82
Closed Access | Times Cited: 2
Resituating Ruiz’s orientations in language planning: A content analysis of the landscape of bilingual educational research
Emily Holtz, Jemimah L. Young
Bilingual Research Journal (2024) Vol. 47, Iss. 1, pp. 4-24
Closed Access
Supporting multilingualism in immigrant children: An integrative approach
Adriana Weisleder, Alejandra Reinoso, Murielle Standley, et al.
(2024)
Open Access
“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program
Eunhye Flavin, Mariana Lima Becker, Haylea Hubacz, et al.
Language and Education (2024), pp. 1-19
Closed Access
TLESSS
Blanca Caldas Chumbes, Corina Pastrana
Departures in Critical Qualitative Research (2024) Vol. 13, Iss. 2, pp. 97-116
Closed Access
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