| “It’s not really my job”: A mixed methods framework for language ideologies, monolingualism, and teaching emergent bilingual learners CK Bacon Journal of Teacher Education 71 (2), 172-187, 2020 | 116 | 2020 |
| Multilanguage, Multipurpose: A Literature Review, Synthesis, and Framework for Critical Literacies in English Language Teaching CK Bacon Journal of Literacy Research 49 (3), 424-453, 2017 | 89 | 2017 |
| Evolution in educational change: A literature review of the historical core of the Journal of Educational Change JC Garcia-Huidobro, A Nannemann, CK Bacon, K Thompson Journal of Educational Change 18 (3), 263-293, 2017 | 59 | 2017 |
| “English is my only weapon”: Neoliberal language ideologies and youth metadiscourse in South Korea CK Bacon, SY Kim Linguistics and Education 48, 10-21, 2018 | 54 | 2018 |
| “We Sort of Dance Around the Race Thing”: Race-Evasiveness in Teacher Education CK Chang-Bacon Journal of Teacher Education 73 (1), 8-22, 2022 | 46 | 2022 |
| Generation Interrupted: Rethinking “Students with Interrupted Formal Education”(SIFE) in the Wake of a Pandemic CK Chang-Bacon Educational Researcher 50 (3), 187-196, 2021 | 44 | 2021 |
| Dichotomies, Dialects, and Deficits: Confronting the “Standard English” Myth in Literacy and Teacher Education CK Bacon Literacy Research: Theory, Method, and Practice 66 (1), 341-357, 2017 | 41 | 2017 |
| Seal of Biliteracy Graduates Get Critical: Incorporating Critical Biliteracies in Dual‐Language Programs and Beyond SE Colomer, CK Chang‐Bacon Journal of Adolescent & Adult Literacy, 2020 | 36 | 2020 |
| Monolingual Language Ideologies and the Idealized Speaker: The “New Bilingualism” Meets the “Old” Educational Inequities CK Chang-Bacon Teachers College Record 123 (1), 1-28, 2021 | 31 | 2021 |
| “Eu sei, I know”: Equity and Immigrant Experience in a Portuguese‐English Dual Language Bilingual Education Program G Oliveira, M Lima Becker, CK Chang-Bacon TESOL Quarterly 54 (3), 572-598, 2020 | 30 | 2020 |
| Monolingual language ideologies and the Massachusetts sheltered English immersion endorsement initiative: A critical policy analysis CK Chang-Bacon Educational Policy 36 (3), 479-519, 2022 | 29 | 2022 |
| Who’s being ‘sheltered?’: How monolingual language ideologies are produced within education policy discourse and sheltered English immersion CK Chang-Bacon Critical Studies in Education 63 (2), 212-228, 2022 | 21 | 2022 |
| Appropriated literacies: The paradox of critical literacies, policies, and methodologies in a post-truth era CK Bacon Education Policy Analysis Archives 26, 147-147, 2018 | 20 | 2018 |
| A pedagogy for the oppressor: Re-envisioning Freire and critical pedagogy in contexts of privilege CK Bacon Revisioning paradigms: Essays in honour of David Selvaraj, 226-237, 2015 | 20 | 2015 |
| Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program G Oliveira, CK Chang-Bacon, E Cho, M Baez-Cruz Bilingual Research Journal 43 (2), 212-231, 2020 | 17 | 2020 |
| Critical Literacy in English Language Teaching, Bi/Multilingualism, and Translanguaging CK Chang-Bacon, N Khote, R Schell, GV Crookes The Handbook of Critical Literacies, 40-49, 2021 | 10 | 2021 |
| Demographic realities and methodological flexibility in literacy teaching and research CP Proctor, CK Chang-Bacon Handbook of Reading Research, Volume V, 17-36, 2020 | 8 | 2020 |
| Unilateral translanguaging: teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program M Lima Becker, CK Chang-Bacon, G Oliveira International Journal of Bilingual Education and Bilingualism 25 (8), 3068-3083, 2022 | 7 | 2022 |
| Biliteracy as Property: Promises and Perils of the Seal of Biliteracy CK Chang-Bacon, SE Colomer Journal of Literacy Research 54 (2), 182-207, 2022 | 7 | 2022 |
| Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education W Fox, C Chang-Bacon Journal of Second Language Writing 60, 100992, 2023 | 5 | 2023 |
Gabrielle OliveiraAssociate Professor of Education and Brazil Studies, Harvard Graduate School of EducationVerified email at gse.harvard.edu
