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2023. Embedding Multilingualism in Undergraduate Courses: A Need for Heteroglossia in US TESOL Teacher Preparation Programs. In Handbook of Multilingual TESOL in Practice,  pp. 445 ff. DOI logo
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2021. Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: a design-based research study. Language and Education 35:2  pp. 160 ff. DOI logo
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2023. Systemic functional linguistic and disciplinary literacy development in multilingual K-12 schools in the United States. In International Encyclopedia of Education(Fourth Edition),  pp. 54 ff. DOI logo
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2022. Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education. Foreign Language Annals 55:3  pp. 684 ff. DOI logo
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2024. Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework. TESOL Quarterly 58:2  pp. 664 ff. DOI logo
Mizell, Jason D.
2022. Culturally sustaining systemic functional linguistics: Towards an explicitly anti-racist and anti-colonial languaging and literacy pedagogy. Linguistics and Education 72  pp. 101108 ff. DOI logo
Sembiante, Sabrina F. & Zhongfeng Tian
2020. The Need for Translanguaging in TESOL. In Envisioning TESOL through a Translanguaging Lens [Educational Linguistics, 45],  pp. 43 ff. DOI logo
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2022. Introduction to the special issue on translanguaging in the age of mobility. Multilingua 41:3  pp. 253 ff. DOI logo
Tian, Zhongfeng & Abu Saleh Mohammad Rafi
2023. Centering southern perspectives in translanguaging research. Critical Inquiry in Language Studies 20:3  pp. 205 ff. DOI logo
Troyan, Francis John, Ruth Harman & Xiaodong Zhang
2021. Critical SFL praxis in teacher education: insights from Australian SFL scholars. Language and Education 35:5  pp. 383 ff. DOI logo

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