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1.	Harman, R. Bilingual Learners and Social Equity.
2.	Blackledge, A. Heteroglossia As Practice and Pedagogy. Heteroglossia as Practice and Pedagogy. : Springer, 2014.: 1-327.
3.	KIYOSAWA, K. SALISH APPLICATIVES. , 2010.
4.	García, O. Bilingual and Multilingual Education. Bilingual and Multilingual Education. : Springer International Publishing, 2017.: 103-.
5.	Hammond, J. High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for academic purposes 5.4 (2006): 269-283.
6.	Schleppegrell, M. Writing backwards across languages: The inexpert English/Spanish biliteracy of uncertified bilingual teachers. Developing Advanced Literacy in First and Second Languages : Meaning with Power. , 2002.: 21-44.
7.	Ivanic, R. Discourses of Writing and Learning to Write. Language and education v18.n3 (2004): 220-245.
8.	Tang, R. Academic Writing in a Second or Foreign Language: Issues and Challenges Facing ESL/EFL Academic Writers in Higher Education Contexts. Academic writing in a second or foreign language : issues and challenges facing ESL/EFL academic writers in higher education contexts. : Continuum International Pub., 2011.
9.	O'Herin, B. Abaza Applicatives. Language 77.3 (2001): 477-493.
10.	Kirkness, Verna J. The Critical State of Aboriginal Languages in Canada. Canadian journal of native education 22.1 (1998): 93-107.

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Language Practices of Indigenous Children and Youth [1-137-60119-1; 1-137-60120-5] Wigglesworth, Gillian