| Transnational TESOL practitioners’ identity tensions: A collaborative autoethnography B Yazan, LJ Penton Herrera, D Rashed TESOL Quarterly 57 (1), 140-167, 2023 | 86 | 2023 |
| Social-emotional learning in TESOL: What, why, and how LJ Pentón Herrera Journal of English Learner Education 10 (1), 1-16, 2020 | 73 | 2020 |
| Cultivating calm and stillness at the doctoral level: A collaborative autoethnography LJ Pentón Herrera, ET Trinh, MDJ Gómez Portillo Educational Studies 58 (2), 121-140, 2022 | 64 | 2022 |
| Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence LJ Pentón Herrera, G Martínez-Alba | 63* | 2021 |
| Restorative and community‐building practices as social justice for English learners LJ Pentón Herrera, RL McNair TESOL Journal 12 (1), e523 (pages 1-11), 2021 | 50 | 2021 |
| Writing as an art of rebellion: Scholars of color using literacy to find spaces of identity and belonging in academia E Trinh, LJ Pentón Herrera Amplified Voices, Intersecting Identities: Volume 2, 25-33, 2020 | 42 | 2020 |
| Literature Circles 2.0: Updating a Classic Strategy for the 21st Century LJ Pentón Herrera, T Kidwell Multicultural Education 25 (2), 17-21, 2018 | 38 | 2018 |
| An Ixil portrait: exercising resilience amidst inequity,(dis) interest, and self-discovery LJ Pentón Herrera Diaspora, Indigenous, and Minority Education 15 (1), 22-33, 2021 | 36 | 2021 |
| Teacher Well-Being in English Language Teaching: An Ecological Approach LJ Pentón Herrera, G Martínez-Alba, E Trinh Routledge, 2023 | 32* | 2023 |
| Culturally sustaining pedagogy in action: Views from Indonesia and the United States T Kidwell, LJ Pentón Herrera Kappa Delta Pi Record 55 (2), 60-65, 2019 | 27 | 2019 |
| Back to the future: The implications of service and problem-based learning in the language, literacy, and cultural acquisition of ESOL students in the 21st century M Aker, LJ Pentón Herrera, L Daniel The Reading Matrix: An International Online Journal 18 (2), 165-181, 2018 | 27 | 2018 |
| Challenges facing Latinx ESOL students in the Trump era: Stories told through testimonios LJ Pentón Herrera, N Obregón Journal of Latinos and Education 19 (4), 383-391, 2020 | 25 | 2020 |
| Examining raciolinguistic struggles in institutional settings: A duoethnography C Fallas-Escobar, LJ Pentón Herrera Linguistics and Education 67 (101012), 1-10, 2021 | 24 | 2021 |
| Indigenous Students from Latin America in the United States LJ Pentón Herrera Informes del Observatorio/Obervatory Report, 042-08/2018EN, 2018 | 24 | 2018 |
| Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts B Yazan, E Trinh, LJ Pentón Herrera Taylor & Francis, 2023 | 22 | 2023 |
| Emotions, Well-Being, and Language Teacher Identity Development in an EFL Teacher Preparation Program LJ Pentón Herrera, G Martínez-Alba Korea TESOL Journal 18 (1), 3, 2022 | 22* | 2022 |
| Action Research as a Tool for Professional Development in the K-12 ELT Classroom LJ Pentón Herrera TESL Canada Journal 35 (2), 128-139, 2018 | 21 | 2018 |
| Critical Storytelling: Multilingual Immigrants in the United States LJ Pentón Herrera, ET Trịnh Brill/Sense, 2020 | 20* | 2020 |
| Smart Literacy Learning in the Twenty-First Century: Facilitating PBSL Pedagogic Collaborative Clouds M Aker, LJ Pentón Herrera Emerging Technologies and Pedagogies in the Curriculum, 429-445, 2020 | 18 | 2020 |
| How to behave and why: Exploring moral values and behavior in the ESOL newcomer classroom LJ Pentón Herrera TESOL Quarterly 53 (4), 1033-1059, 2019 | 16 | 2019 |
Ethan Trinh (they/them)Georgia State Universityایمیل تأیید شده در gsu.edu
