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What do teachers need to understand about the challenges that the Common Core State Standards and Next Generation Science Standards present for long-term English language learners/emergent bilinguals? (pp. What preparation do administrators need to implement the Common Core State Standards in schools serving English language learners/ emergent bilinguals? (pp. What spaces for bi/multilingualism can we find within the context ofĬommon Core State Standards implementation? (pp. Thousand Oaks, CA: Corwin Press.Ĭommon Core, Bilingual and English Learners: A Guide for Educators. Reyes, S.A., & Kleyn, T. (2010). Teaching in two languages: A guide for K-12 bilingual educators. The companion curriculum for the book can be accessed at: Kleyn, T. (2011). Immigration: The ultimate teen guide. Lanham, MD: Scarecrow Press. Translanguaging with multilingual students: Learning from classroom moments. Immigration and education in the “supposed land of opportunity”: Youth perspectives on living and learning in the U.S. The New Educator,7(1), 5-26. Immigration and education in the “supposed land of opportunity”: Youth perspectives on living and learning in the U.S. Guest editorial introduction: Special issue on immigration and education. . Special theme issue on immigration and education. Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal, 29(2), 453-474. Torres-Guzmán, M.E., Morales-Rodriguez, S., Han, A., & Kleyn, T. GiST: The Colombian Journal of Bilingual Education, 2: 13-23. Speaking in colors: A window into uncomfortable conversations about race and ethnicity in U.S. The difficult road for long-term English learners. The long-term impact of subtractive schooling in the educational experiences of secondary English learners. International Journal of Bilingual Education and Bilingualism, 13(4), 399-417. Diaspora, Indigenous and Minority Education, 4(4), 217-234. Cultural mismatch in Honduran Garífuna communities: The role of culture, race, and language in schools. Nobody said it would be easy: Ethnolinguistic group challenges to bilingual and multicultural education in New York City. International Journal of Bilingual Education and Bilingualism, 14(2), 207-224. International Multilingual Research Journal, 6(2), 121-142. Spotlight on “long-term English language learners”: Characteristics and prior schooling experiences of an invisible population. Looking holistically in a climate of partiality: Identities of students labeled ‘Long-Term English Language Learners’. What about bilingualism? A critical reflection on the edTPA with teachers of emergent bilinguals. Multicultural Perspectives, 19(2), 76-84.
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Centering transborder students: Perspectives on identity, languaging and schooling between the US and Mexico. Learning from undocumented students: Testimonios for strategies to support and resist. Kleyn, T., Alulema, D., Khalifa, F., & Morales Romero, A. Journal of Multilingual Education Research. Top 10 lessons learned from Ofelia García: Researching, teaching and living from the heart.