Seltzer, K., & de los Ríos, C. V. (forthcoming). Shifting from labels and languages to people: Attuning TESOL to translanguaging realities. TESOL Quarterly.
Seltzer, K., & de los Ríos, C. V. (2024). Glimpses of possibility: Decentering the E in English Language Arts juntos. English Journal, 114(1), 20-26.
de los Ríos, C. V. (2024). "Al sonido del huehuetl": Situating danza azteca as family translingual prayer and civic engagement. Journal of Language, Identity, and Education 23(3), 355-367. https://doi.org/10.1080/15348458.2024.2324281(link is external)
de los Ríos, C. V. (2024). Forward. In M.P. Ghiso and G. Campano's Methods for community-based research: Advancing educational justice and epistemic rights, (p. viii-x). Routledge.
Seltzer, K., & de los Ríos, C. V. (2023). Creating your classroom from the students up: Tapping into students’ translanguaging and raciolinguistic literacies for deep reading. In. P. Sullivan, H. Tinburg, S. Blau (eds.) Deep Reading: Teaching Reading in the Writing Classroom (2nd edition). National Council of Teachers of English.
de los Ríos, C.V., & Patel, L. (2023). Positions, positionality, and relationality in educational research. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2023.2268036(link is external)
Lyiscott, J., de los Ríos, C.V., & Clark, C. (2023). Effective learning climates for civic reasoning and discussion. AAPSS ANNALS, 705(1), 138-155. https://doi.org/10.1177/00027162231178627(link is external)
de los Ríos, C. V. (2023). Delinking to learn from youth expressive practitioners of the everyday: A commentary on “Undoing competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguistics.” Language Learning 73(2), 308-311.https://doi.org/10.1111/lang.12539(link is external)
de los Ríos, C. V., **Portillo, Y., & **Cantero, B. (2022). Critical worldmaking through balladry: Youth corrido literacies as a lived civic poetic. Journal of Adolescent & Adult Literacy, 66(2), 55-59. https://doi.org/10.1002/JAAL.1251(link is external)
de los Ríos, C.V., Ochoa, G., *Molina, A., ***Gómez, B. (2022). Fostering and sustaining relationality in Chicanx and Latinx Studies: Reflections on transgenerational learning. Aztlán: A Journal of Chicano Studies, 27(2), 143-156.
de los Ríos, C.V. (2022). Guitarras on the rise: Framing youth sierreño bands as translingual ingenuity. Reading Research Quarterly, 57(2) 691-706. https://doi.org/10.1002/rrq.433(link is external)
de los Ríos, C. V. (2022). Translingual youth podcasts as acoustic allies: Writing and negotiating identities at the intersection of literacies, language, and racialization. Journal of Language, Identity & Education, 21(6), 378-392https://doi.org/10.1080/15348458.2020.1795865(link is external)
de los Ríos, C. V., & Seltzer, K. (2021). Collaborative corridos: Ballads of unity and justice. In M. Sánchez and O. García's (eds.) Transformative translanguaging espacios: Latinx bilingual children rompiendo fronteras. Multilingual Matters Publisher.
de los Ríos, C.V., & **Portillo, Y. (2021). “Hay que cantar con ternura”: Baladas románticas as a site for translingual youth convivencia. Literacy Research: Theory, Method, and Practice, 70(1), 213-230https://doi.org/10.1177/23813377211024623(link is external)
de los Ríos, C. V., Seltzer, K., & *Molina, A. (2021). “Juntos somos fuertes”: Writing participatory corridos of solidarity through a critical translingual approach. Applied Linguistics, 42(6), 1070-1082. https://doi.org/10.1093/applin/amab026(link is external) Special Issue: "Applied Linguists Cultivating Relationships for Justice”(Awarded 2020 Best Paper Award from Literacy Research Association Conference's Area Chair 8 on Literacy Learning and Practice in Multicultural and Multilingual Settings)
Rodríguez, N. N., & de los Ríos, C. (2021). Uplifting multiracial and translingual childhoods in the envisioning of anti-racist schooling: Reflections from two MamiProfas. Multicultural Perspectives, 23(3), 143-148.
Anderson, J., Bang, M., McKinley, B. J., de los Ríos, C. V., & Gutiérrez, K., Hicks, D. et al. (2021). Historicizing Latinx civic agency and contemporary lived civics. In C. D. Lee, G. White, & D. Dong (Eds.). Civic discourses and reasoning. Washington, DC: National Academy of Education.
Seltzer, K., & de los Ríos, C. V. (2021). Understanding translanguaging in U.S. literacy classrooms: Reframing bi/multilingualism as the norm. (Policy Brief) James R. Squire Office of Policy Research in the English Language Arts. Urbana, IL: National Council of Teachers of English.
de los Ríos, C. V. (2020). “Got libros?”: Exploring patrons’ experiences with Latinx history and literature at La Casa Azul Bookstore. Anthropology & Education Quarterly 51(4), 422-439. https://doi.org/10.1111/aeq.12351(link is external)
de los Ríos, C. V. (2020). Writing oneself into the curriculum: Reflections on photovoice journaling in an ethnic studies course. Written Communication 37(4), 487-511. https://doi.org/10.1177/0741088320938794(link is external)
de los Ríos, C. V., & *Molina, A. (2020). Literacies of refuge: “Pidiendo posada” as ritual of justice. Journal of Literacy Research, 52(1), 32-54. https://doi.org/10.1177/1086296X19897840(link is external)
de los Ríos, C. V. (2019). ”Los músicos”: Mexican corridos, the aural border, and the evocative musical renderings of transnational youth. Harvard Educational Review, 89(2), 177-200. https://doi.org/10.17763/1943-5045-89.2.177(link is external) (Awarded the 2020 Arthur Applebee Award for Excellence in Research on Literacy from the Literacy Research Association)
*Kwon, L., & de los Ríos, C. V. (2019). “See, Click, Fix”: Civic interrogation and digital tools in a ninth-grade ethnic studies course. Equity & Excellence in Education, 52(2-3), 154-166. https://doi.org/10.1080/10665684.2019.1647809(link is external)
de los Ríos, C. V., Martinez, D. C., **Musser, A., *Canady, A., Camangian, P. R., Quijada, P. D. (2019). Upending colonial practices: Toward repairing harm in English education. Theory into Practice, 58(4), 359-367. https://doi.org/10.1080/00405841.2019.1626615(link is external)
de los Ríos, C. V. (2019). Revisiting notions of social action in K-12 ethnic studies pedagogy: One teacher’s critical lessons from the classroom. In C. Sleeter, W. Au’s (eds.) Rethinking Ethnic Studies. Milwaukee, WI: Rethinking Schools.
de los Ríos, C.V. (2018). Toward a corridista consciousness: Learning from one transnational youth’s critical reading, writing, and performance of Mexican corridos. Reading Research Quarterly, 53(4), 455-471. https://doi.org/10.1002/rrq.210(link is external) (Awarded the 2018 National Council of Teachers of English Promising Researcher Award)
Seltzer, K., & de los Ríos, C.V. (2018). Translating theory to practice: Exploring teachers’ raciolinguistic literacies in secondary English classrooms. English Education, 51(1), 49-79. (Awarded the 2019 National Council of Teachers of English Janet Emig Award)
de los Ríos, C.V. (2018). Bilingual Vine making: Problematizing oppressive discourses in a secondary Chicanx/Latinx studies course. Learning, Media and Technology, 43(4), 359-373. https://doi.org/10.1080/17439884.2018.1498350(link is external)
de los Ríos, C.V., & Seltzer, K. (2017). Translanguaging, coloniality, and English classrooms: An exploration of two bicoastal urban classrooms. Research in the Teaching of English, 52(1), 55-76. https://www.jstor.org/stable/44821287(link is external) (Awarded the 2018 National Council of Teachers of English Alan C. Purves Award)
de los Ríos, C.V. (2017). Picturing ethnic studies: Photovoice and youth literacies of social action. Journal of Adolescent & Adult Literacy, 61(1), 15-24. https://doi.org/10.1002/jaal.631(link is external)
de los Ríos, C. V., & Souto-Manning, M., (2017). Freirean culture circles as a racial justice strategy in teacher education. In B. Picower, R. Kohli’s (eds.) Confronting Racism: Counternarratives of critical teacher educators. New York: Routledge.
de los Ríos, C.V. (2016).Writing from La Panza!: Exploring monologue literacies with emergent bilinguals. English Journal, 105(5), 75-80. https://www.jstor.org/stable/26606376(link is external)
de los Ríos, C.V., *López, J., & Morrell, E. (2016). Critical ethnic studies in high school classrooms: Academic achievement via social action. In P. Noguera, J. Pierce, R. Ahram’s (eds.) Race, Equity and Education: Sixty Years from Brown. New York: Springer.
de los Ríos, C.V., *López, J., & Morrell, E. (2015). Toward a critical pedagogy of race: Ethnic studies and literacies of power in high school classrooms. Race and Social Problems, 7(1), 84-96. https://doi.org/10.1007/s12552-014-9142-1(link is external)
de los Ríos, C.V. (2013). A curriculum of the borderlands: High school Chicana/o-Latina/o studies as sitios y lenguas. The Urban Review, 45(1), 58-73. https://doi.org/10.1007/s11256-012-0224-3(link is external)
de los Ríos, C.V., & Ochoa, G.L. (2012). The people united, shall never be divided: Reflections on collaboration, community, and change. Journal of Latinos and Education, 11(4), 271-279. https://doi.org/10.1080/15348431.2012.715507(link is external)
* indicates that the co-author is a K-12 classroom teacher.
** indicates that the co-author is a graduate student.
*** indicates that the co-author is a community member.
