| English learners left behind: Standardized testing as language policy K Menken Multilingual Matters, 2008 | 1060 | 2008 |
| Negotiating language policies in schools K Menken, O García Educators as Policymakers. New York etc.: Roudledge, 2010 | 995 | 2010 |
| NCLB and English language learners: Challenges and consequences K Menken Theory Into Practice 49 (2), 121-128, 2010 | 475 | 2010 |
| The long-term impact of subtractive schooling in the educational experiences of secondary English language learners K Menken, T Kleyn International Journal of Bilingual Education and Bilingualism 13 (4), 399-417, 2010 | 447 | 2010 |
| Teaching to the test: How No Child Left Behind impacts language policy, curriculum, and instruction for English language learners K Menken Bilingual Research Journal 30 (2), 521-546, 2006 | 446 | 2006 |
| An Overview of the Preparation and Certification of Teachers Working with Limited English Proficient (LEP) Students. K Menken, B Antunez | 360 | 2001 |
| Looking holistically in a climate of partiality: Identities of students labeled long-term English language learners N Flores, T Kleyn, K Menken Journal of Language, Identity & Education 14 (2), 113-132, 2015 | 315 | 2015 |
| Spotlight on “long-term English language learners”: Characteristics and prior schooling experiences of an invisible population K Menken, T Kleyn, N Chae International Multilingual Research Journal 6 (2), 121-142, 2012 | 288 | 2012 |
| No child left bilingual: Accountability and the elimination of bilingual education programs in New York City schools K Menken, C Solorza Educational Policy 28 (1), 96-125, 2014 | 286 | 2014 |
| Emergent bilingual students in secondary school: Along the academic language and literacy continuum K Menken Language Teaching 46 (4), 438-476, 2013 | 239 | 2013 |
| Translanguaging in English‐only schools: From pedagogy to stance in the disruption of monolingual policies and practices K Menken, MT Sánchez Tesol Quarterly 53 (3), 741-767, 2019 | 217 | 2019 |
| Stirring the onion: Educators and the dynamics of language education policies (looking ahead) O García, K Menken Negotiating language policies in schools, 263-275, 2010 | 189 | 2010 |
| Restrictive language education policies and emergent bilingual youth: A perfect storm with imperfect outcomes K Menken Theory Into Practice 52 (3), 160-168, 2013 | 164 | 2013 |
| Principals as linchpins in bilingual education: The need for prepared school leaders K Menken, C Solorza International Journal of Bilingual Education and Bilingualism 18 (6), 676-697, 2015 | 156 | 2015 |
| No Child Left Behind and its effects on language policy K Menken Annual Review of Applied Linguistics 29, 103-117, 2009 | 126 | 2009 |
| The difficult road for long-term English learners K Menken, T Kleyn Educational Leadership 66 (7), 26-29, 2009 | 122 | 2009 |
| What Are the Critical Issues in Wide-Scale Assessment of English Language Learners?. K Menken National Clearinghouse for Bilingual Education, The George Washington …, 2000 | 101 | 2000 |
| High-stakes tests as de facto language education policies K Menken Encyclopedia of language and education 7 (401-413), 2008 | 91 | 2008 |
| Cultivating an ecology of multilingualism in schools O García, K Menken Challenges for language education and policy: Making space for people, 95-108, 2015 | 88 | 2015 |
| School leadership along the trajectory from monolingual to multilingual L Ascenzi-Moreno, S Hesson, K Menken Language and Education 30 (3), 197-218, 2016 | 84 | 2016 |
Ofelia GarciaProfessor, The Graduate Center, City University of New YorkVerified email at gc.cuny.edu