Borderland Preservice Teachers’ Experiences with Reframing Bilingualism
Bibliographic Data
| ID | 12762159 |
|---|---|
| Authors | Laura Gardner Salazar (0000-0002-5016-5300, The University of Texas at El Paso, corresponding author) |
| Year | 2025 |
| Pages | 1-15 |
| Publication date | 2025-11-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Language Identity & Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2025.2578614 |
| OpenAlex | W4415823617 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
Cognitive reframing · Conversation · Discourse analysis · Identity (music · Neuroscience of multilingualism · Qualitative research · Indigenous and Place-Based Education · Multilingual Education and Policy · Second Language Learning and Teaching
Translanguaging
Introduction Language Ideology as a field of inquiry
“En Español Esa Palabra No Tiene Ningún Sentido
Linguistic Violence, Insecurity, and Work
Self-Reflexive Inquiry Into Language Use and Beliefs
“Is that what I sound like when I speak?”
“Se me sale el Español y se me pega el Spanglish!”
Preparing bilingual teachers on the U.S./Mexico border
Language Ideology
Aquí No Hay Pobrecitos
Nuestro Camino
You Just Sit There and Be Quiet”
Bilingual Education Teachers' Beliefs and Their Relation to Self-Reported Practices
A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
Competing discourses of academic Spanish in the Texas-Mexico borderlands
Spanish Language Shift Reversal on the US-Mexico Border and the Extended Third Space
Repositioning biliteracy as capital for learning
Translanguaging and transnational literacies in multilingual classrooms
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |