List of References
Glick, Y., & Walqui, A. (2020). Affordances in the development of student voice and agency: The case of bureaucratically labelled Long-term English Learners. In A. Kibler, G. Valdés, & A. Walqui (Eds.), Reconceptualizing the role of critical dialogue in American classrooms: Promoting equity through dialogic education. Routledge.
Mehta, J. (2013). The allure of order: High hopes, dashed expectations, and the troubled quest to remake American schooling. Oxford University Press.
Mehta, J., & Teles, S. 2014. Professionalization 2.0: The case for plural professionalism in education. In M. McShane & F. Hess (Eds.), Teacher quality 2.0: Will today’s reforms hold back tomorrow’s schools? Harvard Education Press.
Valdés, G., Kibler, A., & Walqui, A. (2014, March). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. TESOL International Association.
Walqui, A. (2010). The development of teacher expertise to work with adolescent English Learners: A model and a few priorities. In L. S. Verplaetse & N. Migliacci (Eds.), Inclusive pedagogy for English language learners: A handbook of research-informed practices. Lawrence Erlbaum Associates.
Walqui, A. (2019). Designing the amplified lesson. In A. Walqui & G. Bunch (Eds.), Amplifying the curriculum: Designing quality learning opportunities for English Learners (pp. 43–69). Teachers College Press.