| Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces CG Cervantes-Soon, L Dorner, D Palmer, D Heiman, R Schwerdtfeger, ... Review of Research in Education 41 (1), 403-427, 2017 | 526 | 2017 |
| A critical look at dual language immersion in the new Latin@ diaspora CG Cervantes-Soon Bilingual Research Journal 37 (1), 64-82, 2014 | 340 | 2014 |
| Bilingualism, biliteracy, biculturalism, and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education DK Palmer, C Cervantes-Soon, L Dorner, D Heiman Theory into Practice 58 (2), 121-133, 2019 | 284 | 2019 |
| Testimonios of life and learning in the borderlands: Subaltern Juárez girls speak CG Cervantes-Soon Equity & Excellence in Education 45 (3), 373-391, 2012 | 148 | 2012 |
| Toward a pedagogy of border thinking: Building on Latin@ students' subaltern knowledge CG Cervantes-Soon, JF Carrillo The High School Journal 99 (4), 282-301, 2016 | 102 | 2016 |
| The Xicana sacred space: A communal circle of compromiso for educational researchers LD Soto, C Cervantes-Soon, E Villarreal, E Campos Harvard Educational Review 79 (4), 755-776, 2009 | 102 | 2009 |
| Juárez girls rising: Transformative education in times of dystopia CG Cervantes-Soon U of Minnesota Press, 2017 | 64 | 2017 |
| The US-Mexico border-crossing Chicana researcher: Theory in the flesh and the politics of identity in critical ethnography C Cervantes-Soon Journal of Latino/Latin American Studies 6 (2), 97-112, 2014 | 61 | 2014 |
| Equity for students learning English in dual language bilingual education: Persistent challenges and promising practices LM Dorner, CG Cervantes‐Soon Tesol Quarterly 54 (3), 535-547, 2020 | 57 | 2020 |
| Using a Xicana feminist framework in bilingual teacher preparation: Toward an anticolonial path CG Cervantes-Soon The Urban Review 50 (5), 857-888, 2018 | 56 | 2018 |
| The expropriation of dual language bilingual education: Deconstructing neoliberalism, whitestreaming, and English-hegemony JA Freire, J Gambrell, GS Kasun, LM Dorner, C Cervantes-Soon International Multilingual Research Journal 16 (1), 27-46, 2022 | 45 | 2022 |
| “Everybody wants a choice” in dual language education of El Nuevo Sur: Whiteness as the gloss for everybody in media discourses of multilingual education C Cervantes-Soon, J Gambrell, GS Kasun, W Sun, JA Freire, LM Dorner Journal of Language, Identity & Education 20 (6), 394-410, 2021 | 44 | 2021 |
| “Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies LM Dorner, CG Cervantes-Soon, D Heiman, D Palmer Language Policy 20 (3), 1-27, 2021 | 43 | 2021 |
| Mujeres truchas: urban girls redefining smartness in a dystopic global south CG Cervantes-Soon Race Ethnicity and Education 19 (6), 1209-1222, 2016 | 23 | 2016 |
| Moving away from the 4-hour block: Arizona’s distinctive path to reversing its restrictive language policies YM Kaveh, KA Bernstein, C Cervantes-Soon, S Rodriguez-Martinez, ... International Multilingual Research Journal 16 (2), 113-135, 2022 | 22 | 2022 |
| The Black and Brown search for agency: African American and Latinx children’s plight to bilingualism in a two-way dual language program CG Cervantes-Soon, ED Degollado, I Nuñez Bilingualism for all?: Raciolinguistic perspectives on dual language …, 2020 | 20 | 2020 |
| Critical consciousness in dual language bilingual education: Case studies on policy and practice LM Dorner, D Palmer, CG Cervantes-Soon, D Heiman, ER Crawford Taylor & Francis, 2022 | 14 | 2022 |
| “We are our only way forward”: Dialogic re-imaginings and the cultivation of homeplace for girls, women, and femmes of color GD Player, MG Ybarra, C Brochin, RN Brown, TT Butler, ... Urban Education 57 (10), 1784-1804, 2022 | 14 | 2022 |
| Countering silence and reconstructing identities in a spanish/english two-way immersion program CG Cervantes-Soon, AM Turner Immigration and education in North Carolina, 195-220, 2017 | 12 | 2017 |
| ‘Well Good Para Quién?': Disrupting Two-Way Bilingual Education Gentrifi cation and Reclaiming Space through a Critical Translanguaging Pedagogy D Heiman, CG Cervantes-Soon, AH Hurie Transformative translanguaging espacios: Latinx students and their teachers …, 2021 | 9 | 2021 |
