Katie Bernstein

Bernstein, K.A., Anderson, K.T., Close, K.* & Rodriguez Martinez, S. (2023). Teacher beliefs about multilingual learners: How language ideologies shape teachers’ hypothetical policymaking. International Multilingual Research Journal, 17(3), 191-219. https://doi.org/10.1080/19313152.2023.2182094

Kaveh, Y. M., Bernstein, K. A., Cervantes-Soon, C., Rodriguez-Martinez, S.*, & Mohamed, S*. (2022). Moving away from the 4-hour block: Arizona’s distinctive path to reversing its restrictive language policies. International Multilingual Research Journal, 16(2), 113–135. https://doi.org/10.1080/19313152.2021.1973261

Bernstein, K. A., Alvarez, A., Chaparro, S., & Henderson, K. I. (2021). “We live in the age of choice”: School administrators, school choice policies, and the shaping of dual language bilingual education. Language Policy, 20(3), 383–412. https://doi.org/10.1007/s10993-021-09578-0

Bernstein, K.A. (2020). (Re)defining success in language learning: Positioning, participation and young emergent bilinguals at school. Bristol, UK: Multilingual Matters. https://books.google.com/books?id=MAr2DwAAQBAJ&newbks=1&newbks_redir=0&hl=en

Bernstein, K., Katznelson, N., Amezcua, A., Mohamed, S., & Alvarado, S.L. (2020). Equity/social justice, instrumentalism/neoliberalism: Dueling discourses of dual language in principals' talk about their programs. TESOL Quarterly, 54(3), p. 652-684. https://doi.org/10.1002/tesq.582

Bernstein, K. A. (2018). The perks of being peripheral: English learning and participation in a preschool classroom network of practice. TESOL Quarterly 52(4),798-844. https://doi.org/10.1002/tesq.428

Katznelson, N. & Bernstein, K. A. (2017). Rebranding bilingualism: The shifting discourses  of language education policy in California's 2016 election. Linguistics and Education, 40, 11-17. https://doi.org/10.1016/j.linged.2017.05.002

Bernstein, K.A. (2017). Writing their way into talk: Emergent bilinguals’ emergent literacy practices as pathways to peer interaction and oral language growth. Journal of Early Childhood Literacy, 17(4), 485-531. https://doi.org/10.1177/1468798416638138

Bernstein, K.A. (2016). “Misunderstanding” and (mis)interpretation as strategic tools in intercultural interaction between pre-school children. Applied Linguistics Review, 7(4), 471-494. http://dx.doi.org/10.1515/applirev-2016-0021