Poza, L. (2017). “ Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education. 6(2). 101-128.

Poza, L. (2016); Puro spelling and grammar: Conceptualizations of language and the marginalization of emergent bilinguals. Perspectives on Urban Education. 13(1): 20-41.

Poza, L. (2016); The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2015.1125849

Poza, L. (2016). Barreras: Language ideologies, academic language, and the marginalization of Latin@ English language learners. Whittier Law Review. 37(3). 401-421.

Poza, L. & Valdés, G.; (2016); Assessing English Language Proficiency in the United States: From No Child Left Behind to the Common Core . in Shohamy, E. & Or, I. (eds); Encyclopedia of Language and Education: Language Testing and Assessment; MeteorSpringer.

Poza, L.; (2015); “Mecanismos de exclusión: Ideologías lingüísticas y ambigüedades en la conceptualización del lenguaje académico”. Miríada Hispánica. 10(1). 225-244.

Valdés, G.; Poza, L.; Brooks, M.; (2015) “Language Acquisition in Bilingual Education;” in Wright, W.; Boun, S.; García, O. (eds); Handbook of Bilingual and Multilingual Education; New York: Wiley-Blackwell

Valdés, G., Poza, L., Brooks, M.; (2014); Educating students who do not speak the societal language: The social construction of language learner categories; Profession; Modern Language Association

Poza, L., Brooks, M., Valdés, G.; (2014) “Entre Familia: Immigrant Parents’ Strategies for Involvement in Children’s Schooling”; The School Community Journal; 24(1) 119-148