Hu, M., Mirhosseini, S. A., & Mendoza, A. (2024). Only a cog in a machine? Reappraising institutionalized EAP teacher identities in a transnational context. Journal of English for Academic Purposes, 71, Article 101427. https://doi.org/10.1016/j.jeap.2024.101427

Mendoza, A. (2024). CACTI: A FORMATIVE ASSESSMENT TOOL FOR GUIDING TRANSLANGUAGING IN CONTEXT. European Journal of Applied Linguistics and TEFL, 13(1), 63-86.

Mendoza, A. (2024). Shaping ideologies at the micro level: Stylization in EMI. International Journal of Bilingualism, 28(4), 635-650. https://doi.org/10.1177/13670069241236691

Mendoza, A., Hamman-Ortiz, L., Tian, Z., Rajendram, S., Tai, K. W. H., Ho, W. Y. J., & Sah, P. K. (2024). Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework. TESOL Quarterly, 58(2), 664-692. https://doi.org/10.1002/tesq.3240

Ou, J., Mendoza, A., & Li, Y. (2024). The impact of training provisions on novice English language teachers in Hong Kong: A systematic review. Review of Education, 12(3), Article e70006. https://doi.org/10.1002/rev3.70006

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