Main Article Content
Cervantes-Soon, C.G. (2014). A critical look at dual language immersion in the New Latin@ Diaspora. Bilingual Research Journal, 37(1), 64-82. https://doi.org/10.1080/15235882.2014.893267
DeMatthews, D., & Izquierdo, E. (2017). The importance of principals supporting dual language education: A social justice leadership framework. Journal of Latinos and Education,17(1), 53- 70. https://doi.org/10.1080/15348431.2017.1282365
Palmer, D. K. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language “strand” program. Anthropology & Education Quarterly, 41, 94–114. https://doi.org/10.1111/j.1548-1492.2010.01069
Palmer, D.K., 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. https://doi.org/10.1080/00405841.2019.1569376
Palmer, D.K., & Martínez, R.A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37(1), 269-297. https://doi.org/10.3102/0091732X12463556
Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Berkeley, CA: UC Berkeley Center for Research on Education, Diversity and Excellence.
Valdez, V.E., Freire, J.A., & Delavan, M. (2016). The Gentrification of Dual Language Education. Urban Review 48, 601–627. https://doi.org/10.1007/s11256-016-0370-0