| Translanguaging: Definitions, implications, and further needs in burgeoning inquiry L Poza Berkeley Review of Education 6 (2), 2017 | 287 | 2017 |
| Entre Familia: Immigrant Parents’ Strategies for Involvement in Children’s Schooling LE Poza, MD Brooks, G Valdés School Community Journal 24 (1), 119, 2014 | 258 | 2014 |
| The language of ciencia: translanguaging and learning in a bilingual science classroom LE Poza International Journal of Bilingual Education and Bilingualism 21 (1), 1-19, 2018 | 237 | 2018 |
| Matters of participation: Notes on the study of dignity and learning ML Espinoza, S Vossoughi, M Rose, LE Poza Mind, Culture, and Activity 27 (4), 325-347, 2020 | 144 | 2020 |
| Language acquisition in bilingual education G Valdés, L Poza, MD Brooks The handbook of bilingual and multilingual education, 56-74, 2015 | 79 | 2015 |
| “Los Dos Son Mi Idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth LE Poza Journal of Language, Identity & Education 18 (2), 92-109, 2019 | 55 | 2019 |
| “Where the true power resides”: Student translanguaging and supportive teacher dispositions LE Poza Bilingual Research Journal 42 (4), 408-431, 2019 | 42 | 2019 |
| "'Puro'Spelling and Grammar": Conceptualizations of Language and the Marginalization of Emergent Bilinguals. LE Poza Penn GSE Perspectives on Urban Education 13 (1), 20-41, 2016 | 31 | 2016 |
| Educating students who do not speak the societal language: The social construction of language-learner categories G Valdés, LE Poza, MD Brooks Profession, 2014 | 29* | 2014 |
| Barreras: Language ideologies, academic language, and the marginalization of Latin@ English language learners L Poza Whittier L. Rev. 37, 401, 2015 | 17 | 2015 |
| After Castañeda: a glotopolítica perspective and educational dignity paradigm to educate racialized bilinguals LE Poza, O García, Ó Jiménez-Castellanos Language Policy 21 (3), 451-474, 2022 | 15 | 2022 |
| Adding flesh to the bones: Dignity frames for English learner education LE Poza Harvard Educational Review 91 (4), 482-510, 2021 | 14 | 2021 |
| They are going to forget about us’: Translanguaging and student agency in a gentrifying neighborhood LE Poza, A Stites Transformative translanguaging espacios, 2022 | 13 | 2022 |
| Testing and ideology: Policy debates about literacy assessments for Colorado’s bilingual students LE Poza, KM Viesca Journal of Education Policy 35 (4), 556-581, 2020 | 12 | 2020 |
| “A sentencing”: veteran educators’ perceptions of a constriction of English learner students’ opportunities across grade spans IM Umansky, LE Poza, M Flores Gutierrez International Multilingual Research Journal 15 (3), 267-291, 2021 | 11 | 2021 |
| Assessing English language proficiency in the United States LE Poza, G Valdés, E Shohamy, I Or, S May Language Testing and Assessment. Encyclopedia of Language and Education, 1-14, 2016 | 10 | 2016 |
| Flippin'scripts: Language ideologies and language practices in a dual immersion bilingual program L Poza Stanford University, 2014 | 9 | 2014 |
| Critical translingual perspectives on California multilingual education policy ER Muñoz-Muñoz, LE Poza, A Briceño Educational Policy 37 (6), 1791-1817, 2023 | 8 | 2023 |
| Where language is beside the point: English language testing for Mexicano students in the Southwestern United States LE Poza, SM Shannon The sociopolitics of English language testing 46, 2020 | 8 | 2020 |
| Colorado’s READ Act: A Case Study in Policy Advocacy against Monolingual Normativity KM Viesca, LE Poza Language and Social Justice in Practice, 72-79, 2018 | 4 | 2018 |
