| “I am never afraid of being recognized as an NNES”: One teacher's journey in claiming and embracing her nonnative‐speaker identity G Park TESOL quarterly 46 (1), 127-151, 2012 | 386 | 2012 |
| Language teacher identity in multilingual settings MM Varghese, S Motha, J Trent, G Park, J Reeves TESOL quarterly 50 (3), 545-571, 2016 | 146 | 2016 |
| ‘Writing is a way of knowing’: writing and identity G Park ELT journal 67 (3), 336-345, 2013 | 109 | 2013 |
| L2 grammar strategies: The second Cinderella and beyond RL Oxford, KR Lee, G Park Language learner strategies 30, 117-139, 2007 | 99 | 2007 |
| Narratives of East Asian women teachers of English: Where privilege meets marginalization G Park Multilingual Matters, 2017 | 92 | 2017 |
| Situating the discourses of privilege and marginalization in the lives of two East Asian women teachers of English G Park Race Ethnicity and Education 18 (1), 108-133, 2015 | 89 | 2015 |
| My autobiographical-poetic rendition: An inquiry into humanizing our teacher scholarship G Park L2 Journal: An electronic refereed journal for foreign and second language …, 2013 | 80 | 2013 |
| “I listened to Korean society. I always heard that women should be this way…”: The negotiation and construction of gendered identities in claiming a dominant language and race … G Park Journal of language, Identity, and Education 8 (2-3), 174-190, 2009 | 68 | 2009 |
| Adult English language learners constructing and sharing their stories and experiences: The cultural and linguistic autobiography writing project G Park TESOL Journal 2 (2), 156-172, 2011 | 57 | 2011 |
| “Build [ing] something which alone we could not have done”: International collaborative teaching and learning in language teacher education S Tanghe, G Park System 57, 1-13, 2016 | 54 | 2016 |
| The apprenticeship of observation in career contexts: A typology for the role of modeling in teachers’ career paths CR Rinke, L Mawhinney, G Park Teachers and Teaching 20 (1), 92-107, 2014 | 42 | 2014 |
| Critical theories of race, class and gender in urban education M Lynn, G Benigno, AD Williams, G Park, C Mitchell ENCOUNTER: Education for Meaning and Social justice 19 (2), 17-25, 2006 | 39 | 2006 |
| Unsilencing the silenced: The journeys of five East Asian women with implications for TESOL teacher education programs GG Park | 36 | 2006 |
| “It is more expressive for me”: A translingual approach to meaningful literacy instruction through Sijo poetry KM Kim, G Park Tesol Quarterly 54 (2), 281-309, 2020 | 35 | 2020 |
| Exploring the interplay of cultural capital, habitus, and field in the life histories of two West African teacher candidates G Park, C Rinke, L Mawhinney Teacher Development 20 (5), 648-666, 2016 | 32 | 2016 |
| Promoting reflexivity during the COVID-19 pandemic MV Greene, G Park American Journal of Qualitative Research 5 (1), 23-29, 2021 | 22 | 2021 |
| Lived pedagogies: Becoming a multi competent ESL teacher G Park Perspectives on community college ESL 3, 17-30, 2008 | 22 | 2008 |
| Being and becoming a teacher: How African American and White preservice teachers envision their future roles as teacher advocates L Mawhinney, CR Rinke, G Park The New Educator 8 (4), 321-344, 2012 | 19 | 2012 |
| Language teacher identity in multilingual settings (special issue) MM Varghese, S Motha, J Trent, G Park, J Reeves Tesol Quarterly 50 (3), 541-783, 2016 | 17 | 2016 |
| In This Issue [of TESOL Quarterly, on Language Teacher Identity] MM Varghese, S Motha, G Park, J Reeves, J Trent | 9 | 2016 |
