Flores, N., Kleyn, T., & Menken, K. (2015). Looking holistically in a climate of partiality: Identities of students labeled ‘long-term English language learners’. Journal of Language, Identity, and Education, 14, 113–132.
Flores, N., & Baetens Beardsmore, H. (2015). Programs and structures in bilingual and multilingual education. In W. Wright, S. Boun, & O.García (Eds.), Handbook of bilingual and multilingual education (pp. 205–222). Oxford, UK: Wiley-Blackwell.
García, O., Flores, N., & Woodley, H. (2015). Constructing in-between spaces to “do” bilingualism: A tale of two high schools in one city. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp. 199–224). Cambridge, UK: Cambridge University Press.
Flores, N., & Schissel, J. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479.
Flores, N. (2014). Creating republican machines: Language governmentality in the United States. Linguistics and Education, 25(1), 1–11.
Flores, N. (2013). Silencing the subaltern: Nation-state/colonial governmentality and bilingual education in the United States. Critical Inquiry in Language Studies, 10(4), 263–287.
Flores, N., & García, O. (2013). Linguistic third spaces in education: Teachers’ translanguaging across the bilingual continuum. In D. Little , C. Leung, & P. Van Avermaet (Eds.), Managing diversity in education: Key issues and some responses (pp. 243–256). Clevedon, UK: Multilingual Matters.
Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–520.
García, O., & Flores, N. (2013). Literacy in multilingual classrooms. In C. Chapelle (Ed.), Encyclopedia of applied linguistics. Oxford, UK: Wiley-Blackwell.
Ascenzi-Moreno, L., & Flores, N. (2012). A case study of bilingual policy and practice at Cypress Hill Community School. In O. García, Z. Zakharia, & B. Otcu (Eds.), Bilingual community education for American children: Beyond heritage languages in a global city (pp. 219-231). Clevedon, UK: Multilingual Matters.
García, O., Flores, N., & Woodley, H. (2012). Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies. In A. Yiakoumetti (Ed.), Harnessing linguistic variation to improve education (pp. 45–76). Bern: Peter Lang.
Flores, N. (2012). Power differentials: Pseudo-collaboration between ESL and mainstream teachers. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 185–194). Charlotte, NC: Information Age Publishing.
Garcia, O., Woodley, H., Flores, N., & Chu, H. (2012). Latino emergent bilingual youth in high schools: Transcaring strategies for academic success. Urban Education, 48, 798–827.
Flores, N., & Chu, H. (2011). How does size matter? The impact of the rise of small schools on Latinos and emergent bilinguals in New York City. International Journal of Bilingual Education and Bilingualism, 14, 155–170.
García, O., Flores, N., & Chu, H. (2011). Extending bilingualism in U.S. secondary education: New variations. International Multilingual Research Journal, 5, 1–18.
Flores, N. (2010). Beyond charity: Partial narratives as a metaphor for basic writing. The Journal of Basic Writing, 29, 31–49.