| Undoing appropriateness: Raciolinguistic ideologies and language diversity in education N Flores, J Rosa Harvard educational review 85 (2), 149-171, 2015 | 2750 | 2015 |
| Unsettling race and language: Toward a raciolinguistic perspective J Rosa, N Flores Language in society 46 (5), 621-647, 2017 | 1527 | 2017 |
| The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale N Flores Tesol Quarterly 47 (3), 500-520, 2013 | 508 | 2013 |
| A Tale of Two Visions Hegemonic Whiteness and Bilingual Education N Flores Educational Policy, 0895904815616482, 2016 | 417 | 2016 |
| Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standardsbased reform N Flores, JL Schissel Tesol Quarterly 48 (3), 454-479, 2014 | 378 | 2014 |
| A critical review of bilingual education in the United States: From basements and pride to boutiques and profit N Flores, O García Annual Review of Applied Linguistics 37, 14-29, 2017 | 364 | 2017 |
| Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto O García, N Flores, K Seltzer, L Wei, R Otheguy, J Rosa Critical inquiry in language studies 18 (3), 203-228, 2021 | 360 | 2021 |
| From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice N Flores Theory into Practice 59 (1), 22-31, 2020 | 327 | 2020 |
| Looking holistically in a climate of partiality: Identities of students labeled long-term English language learners N Flores, T Kleyn, K Menken Journal of Language, Identity & Education 14 (2), 113-132, 2015 | 294 | 2015 |
| Invited forum: Bridging the “language gap” N Avineri, E Johnson, S BriceHeath, T McCarty, E Ochs, T KremerSadlik, ... Journal of Linguistic Anthropology 25 (1), 66-86, 2015 | 266 | 2015 |
| The Oxford Handbook of Language and Society Oxford University Press, 2017 | 252* | 2017 |
| Linguistic third spaces in education: Teachers’ translanguaging across the bilingual continuum N Flores, O García Managing diversity in education: Key issues and some responses, 243-256, 2013 | 245 | 2013 |
| Silencing the subaltern: Nation-state/colonial governmentality and bilingual education in the United States N Flores Critical Inquiry in Language Studies 10 (4), 263-287, 2013 | 236 | 2013 |
| Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies O García, N Flores, H Woodley Harnessing linguistic variation to improve education 2, 45-75, 2012 | 204 | 2012 |
| Bringing race into second language acquisition N Flores, J Rosa The Modern Language Journal 103, 145-151, 2019 | 176 | 2019 |
| Extending bilingualism in US secondary education: New variations O García, N Flores, H Chu International Multilingual Research Journal 5 (1), 1-18, 2011 | 172 | 2011 |
| Latino emergent bilingual youth in high schools: Transcaring strategies for academic success O García, HH Woodley, N Flores, H Chu Urban education 48 (6), 798-827, 2013 | 137 | 2013 |
| Do you hear what I hear? Raciolinguistic ideologies and culturally sustaining pedagogies J Rosa, N Flores Culturally sustaining pedagogies: Teaching and learning for justice in a …, 2017 | 134 | 2017 |
| What counts as language education policy? Developing a materialist anti-racist approach to language activism N Flores, S Chaparro Language Policy 17, 365-384, 2018 | 133 | 2018 |
| Multilingualism and common core state standards in the United States O García, N Flores The multilingual turn, 147-166, 2013 | 121 | 2013 |
Haiwen ChuWestEd在 wested.org 的电子邮件经过验证
