| Professors' and Students' Conflicting Beliefs about Translanguaging in the EFL Classroom: Dismantling the Monolingual Bias C Fallas Escobar, E Dillard-Paltrineri Revista de Lenguas Modernas, 301-328, 2015 | 73 | 2015 |
| Translanguaging by Design in EFL Classrooms C Fallas Escobar Classroom Discourse 10 (3-4), 290-305, 2019 | 45 | 2019 |
| " It's Practically a Must": Neoliberal Reasons for Foreign Language Learning J Ennser-Kananen, C Fallas Escobar, M Bigelow International Journal of Society, Culture & Language 5 (1), 15, 2017 | 43 | 2017 |
| Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas K Lindahl, C Fallas-Escobar, K Henderson TESOL Quarterly, 2021 | 33 | 2021 |
| Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options: Ideological encounters with listening and speaking others C Fallas-Escobar, A Treviño Bilingual Research Journal, 1-21, 2021 | 21 | 2021 |
| EFL Learners’ Development Of Voice In Academic Writing: Lexical bundles, Boosters/Hedges and Stance-taking Strategies C Fallas Escobar, L Chaves Fernández Education and Learning Research Journal, 96-124, 2017 | 20* | 2017 |
| “I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing C Fallas-Escobar, K Henderson, K Lindahl Modern Language Journal 106 (1), 1111, 2022 | 18 | 2022 |
| EFL Instructors' Ambivalent Ideological Stances toward Translanguaging: Collaborative Reflection on Language Ideologies C Fallas-Escobar Envisioning TESOL through a Translanguaging Lens: Global Perspectives, 329-344, 2020 | 18 | 2020 |
| Challenging the Monolingual Bias in EFL Programs: Towards a Bilingual Approach to L2 Learning C Fallas Escobar Revista de Lenguas Modernas, 249-266, 2016 | 18 | 2016 |
| Examining raciolinguistic struggles in institutional settings: A duoethnography C Fallas-Escobar, LJ Pentón Herrera Linguistics & Education 67 ((2022)), 2022 | 17 | 2022 |
| Diversifying Proficiency Models in EFL Programs C Fallas Escobar Revista de Lenguas Modernas 27 (27), 269-283, 2017 | 8 | 2017 |
| Monetary and Career based Motives at the Core of EFL Programs: Problems and Solutions C Fallas Escobar, J Ennser-Kananen, M Bigelow GiST Education and Learning Research Journal, 152-173, 2016 | 7 | 2016 |
| Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education C Fallas-Escobar, M Deroo Multimodality and Society, 1-22, 2023 | 5 | 2023 |
| EFL learners’ self-concept: Repercussions of native speakerism C Fallas Escobar International Journal of 21st Century Education 5 (1), 19-35, 2018 | 5 | 2018 |
| Centering Latina/o Bilingual Teacher Candidates’ Experiences with Marginalizing Figures of Personhood C Fallas-Escobar Journal of Language, Identity, and Education, 2023 | 3 | 2023 |
| Critical autoethnographic narrative: Ideological contention, metacommentary and aesthetic labor in language education C Fallas-Escobar Applied Linguistics Review, 2020 | 3 | 2020 |
| Raciolinguistic metacommentary: Examining Latina/o bilingual teacher candidates’ everyday experiences with raciolinguistic ideologies C Fallas-Escobar International Multilingual Research Journal, 1-16, 2023 | 2 | 2023 |
| Learning from Latinx pre-service teachers’ understandings of their linguistic repertoires K Henderson, C Fallas-Escobar, K Lindahl Developing teachers’ translanguaging repertoires for more socially just …, 2023 | 2* | 2023 |
| “Se me sale el español y se me pega el Spanglish!”: Latina/o bilingual teacher candidates’ racialized notions of bilingualism C Fallas-Escobar Critical Inquiry in Language Studies, 1-20, 2023 | 2 | 2023 |
| Language Teacher Candidates' Emotion Labor: Transcending Circulating Language Ideologies H Vega, C Fallas-Escobar Teacher Well-Being in English Language Teaching, 189-206, 2022 | 1 | 2022 |
Kristen LindahlUniversity of Texas at San AntonioVahvistettu sähköpostiosoite verkkotunnuksessa utsa.edu
