A critical review of the literature: Teachers’ and children’s naturalistic languaging practices in bi/multilingual early childhood education contexts

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An exploration of preservice teachers’ ideological stance toward bilingualism and bilingual education

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Leveraging family child care providers’ linguistic strengths to create intentional language approaches to supporting young emergent bilingual learners

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Culturally and linguistically appropriate assessment practices in an early childhood education program transitioning to a dual language approach

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Teachers’ ideology towards working with emergent bilingual students in bilingual education settings

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A researcher’s reflexive approach to understanding translanguaging while facilitating a graduate student seminar

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TESOL graduate students’ sense-making of translanguaging