| Incorporating world Englishes into undergraduate ESL education courses B Ates, ZR Eslami, KL Wright World Englishes 34 (3), 485-501, 2015 | 81 | 2015 |
| Ways to promote the classroom participation of international students by understanding the silence of Japanese university students S Kim, B Ates, Y Grigsby, S Kraker, TA Micek Journal of International Students 6 (2), 431-450, 2016 | 33 | 2016 |
| An analysis of non-native English-speaking graduate teaching assistants’ online journal entries B Ates, ZR Eslami Language and education 26 (6), 537-552, 2012 | 32 | 2012 |
| Promoting global competence and social justice in teacher education: Successes and challenges within local and international contexts B Ates, PJ Boer, A Brown, M Burke, F Caena, S Camicia, M Di Stefano, ... Lexington Books, 2015 | 22 | 2015 |
| Teaching Experiences of Native and Nonnative English-Speaking Graduate Teaching Assistants and Their Perceptions of Preservice Teachers. B Ates, ZR Eslami Journal on Excellence in College Teaching 23 (3), 2012 | 14 | 2012 |
| Cultural narratives in TESOL classrooms: A collaborative reflective team analysis B Ates, S Kim, Y Grigsby Reflective Practice 16 (3), 297-311, 2015 | 12 | 2015 |
| “You just sit there and be quiet”: Latino/A bilingual educators in Texas MA Petrón, B Ates, H Berg Journal of Latinos and Education, 2019 | 9 | 2019 |
| Understanding English language learners: Incorporating our own cultural narratives in TESOL education B Ates, S Kim, Y Grigsby Journal of Praxis in Multicultural Education 9 (1), 3, 2015 | 9 | 2015 |
| Tracing faculty privilege (s): Be (com) ing through dialogic cartographic narratives PW Eaton, RMB Bustamante, B Ates, H Berg The Review of Higher Education 43 (1), 457-482, 2019 | 6 | 2019 |
| Changing preservice teachers’ attitudes toward linguistic diversity by introducing a World Englishes perspective ZR Eslami, E Cassell, B Ates Teaching at work, 81-103, 2015 | 6 | 2015 |
| There Is No Place Like Home: Teaching Refugee Children and Youth. M Petrón, B Ates English in Texas 46 (2), 18-23, 2016 | 3 | 2016 |
| Incorporating our own cultural narratives in TESOL education: A reflective team approach by four TESOL educators S Kim, B Ates, G Lee, Y Grigsby International Journal of Education and Culture 2 (3), 177-194, 2013 | 3 | 2013 |
| Preservice teachers' perceptions of the native and nonnative English speaking graduate teaching assistants in ESL methodology courses and graduate teaching assistants … B Ates | 3 | 2010 |
| # DACA Dialogues: Visual and Textual Analyses from Instagram and Twitter S Bouamer, PW Eaton, B Ates I-LanD Journal: Identity, Language and Diversity: 1, 2018, 75-101, 2018 | 2 | 2018 |
| EFL Teaching Experiences of Mainstream Preservice Teachers in an International Service-Learning Project B Ates, Y Grigsby, H Berg, S Kim Learning to Teach: Curricular and Pedagogical Considerations for Teacher …, 2021 | 1 | 2021 |
| Can Theory Meet Practice in Online Master's TESOL Programs? Reflections from Program Graduates. B Ates, S Kim, B Uzum CATESOL Journal 32 (1), 126-132, 2021 | 1 | 2021 |
| Discursive constructions of migrants: verbal and visual images of the “other” M Demata, L Šarić, UK Boonen, D Gür-Şeker, M Wentker, P Orrù, ... I-LAND JOURNAL 2 (1), 1-126, 2018 | 1 | 2018 |
| Curriculum Studies from an ESL Educator's Lenses B Ates Journal of Curriculum and Pedagogy 5 (2), 48-51, 2008 | 1 | 2008 |
| Banned books in K-12 classrooms: Weaponization of children and young adolescent literature B Ates, B Brooks The Weaponizing of Language in the Classroom and Beyond 28, 169, 2023 | | 2023 |
| TEACHERS CAN TEACH REFUGEES: MAKING THE CLASSROOM A WELCOMING PLACE FOR REFUGEES THROUGH CHILDREN’S LITERATURE M Petrón, B Ates, H Berg TxEP, 73, 2022 | | 2022 |
