Leeman, J. (To appear 2012). Illegal accents: Qualifications, discrimination and distraction in Arizona's monitoring of teachers. In O. Santa Ana and C. Bustamante (Eds.) Arizona Firestorm. Rowman & Littlefield.
Leeman, J. (To appear 2012). Investigating language ideologies in Spanish as a heritage language. In S. Beaudrie and M. Fairclough (Eds.) Spanish as a Heritage Language in the US: State of the Science. Georgetown University Press.
Leeman, J. (To appear 2012). Race, language, and Latinos in the history of the US Census. In J. Del Valle (Ed.) A Political History of Spanish: The Making of a Language. Cambridge University Press
Leeman, J., Rabin, L., & Román-Mendoza, E. (To appear 2011). Identity and activism in heritage language education. Modern Language Journal (95)4.
Leeman, J., Rabin, L., & Román-Mendoza, E. (2011).Critical pedagogy beyond the classroom walls: Community service-learning and Spanish heritage language education. Heritage Language Journal 8(3) 1-21. [Available online at: http://www.heritagelanguages.org].
Leeman, J., Rabin, L. & Román-Mendoza, E. (2011). La web 2.0 al servicio de la comunidad en un programa de español como lengua de herencia en Estados Unidos (Using web 2.0 tools in a community-based service-learning program with Spanish heritage speakers in the United States). Revista Teoría de la Educación y Cultura en la Sociedad de la Información 12(3), 118-140.
Leeman, J. (2011). Standards, commodification, and critical service learning in minority language communities. Modern Language Journal (95)2. 10-13.
Leeman, J. & Modan, G. (2010). Selling the city: Language, ethnicity and commodified space. In E. Shohamy, E. Ben-Rafael and M. Barni (eds.) Linguistic Landscape in the City. Clevedon: Multilingual Matters. 182-197. [Download]
Leeman, J. (2010). The sociopolitics of heritage language education. In S. Rivera-Mills & D. Villa (Eds). Spanish of the US Southwest: A Language in Transition. Madrid: Iberoamericana. 309-317. [Download]
Leeman, J. (2010). Questionable language measures: US Census data, ideologies and constituencies. Anthropology News. 51(5).
Leeman, J. & Modan, G. (2010). Trajectories of language: Orders of indexical meaning in Washington, DC’s Chinatown. In M. Guggenheim & O. Söderström (Eds). Re-Shaping Cities: How Global Mobility Transforms Architecture and Urban Form. London: Routledge. 167-188.
[Download]
Leeman, J. & Modan, G. (2009). Commodified language in Chinatown: A contextualized approach to linguistic landscape. The Journal of Sociolinguistics 13(3), 333-363.
Lacorte, M. & Leeman, J. (Eds). (2009). Español en Estados Unidos y en otros contextos de contacto: Sociolingüística, ideología y pedagogía / Spanish in the US and other contact environments: Sociolinguistics, ideology and pedagogy. Madrid: Iberoamericana (402 pages).
Leeman, J. (2007). Feedback in L2 learning: Responding to errors during practice. In R. DeKeyser (Ed.) Practice in a Second Language: Perspectives From Linguistics and Psychology, Cambridge Applied Linguistics Series, Cambridge: Cambridge University Press. 111-137.
Leeman, J. & Martínez, G. (2007) From identity to commodity: Discourses of Spanish in heritage language textbooks. Critical Inquiry in Language Studies. 4(1), 35-65. [Download]
Leeman, J. & Rabin, L. (2007). Reading language: Critical perspectives for the literature classroom. Hispania. 90 (2) 304-315. [Download]
Leeman, J. (2006/07).The value of Spanish: Shifting ideologies in US language teaching. ADFL Bulletin. 38 (1-2) 32-39. [Download]
Leeman, J. & García, P. (2006) Ideologías y prácticas en la enseñanza del español como lengua mayoritaria y lengua minoritaria. In M. Lacorte (Ed.) Lingüística aplicada del español. Madrid: Arco Libros. 117-148.
Leeman J. (2005) Engaging Critical Pedagogy: Spanish for Native Speakers. Foreign Language Annals. 38 (1) 35-45..
Leeman, J. (2004) Racializing language: A history of linguistic ideologies in the US Census. The Journal of Language and Politics, 3 (3) 507-534.
Leeman, J. (2003). Recasts and L2 development: Beyond negative evidence. Studies in Second Language Acquisition, 25 (1) 37-63.
Mackey, A., Oliver, R. & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53 (1) 35-56.
Leeman, J., Arteagoitia, I., Fridman, B. & Doughty, C. (1995). Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. In R. Schmidt (Ed.), Attention and awareness in foreign language learning and teaching. Hawaii: University of Hawaii Press, 217-258.
