Note: The person “Sarah Gallo” has also published under the name “Sarah Lipinoga”


Gallo, S. (2017). Mi Padre: Mexican immigrant fathers and their children’s education. New York, NY: Teachers College Press.

Articles in Refereed Journals

Gallo, S. & *Dabkowski, M. (2018). The Permanence of departure: Young Mexican immigrant students’ discursive negotiations of imagined childhoods allá. Linguistics and Education, 45, 92-100.

Link, H., Gallo, S., & Wortham, S. (2017). The production of schoolchildren as Enlightenment subjects. American Educational Research Journal, 54(5), 834-867.

Gallo, S. & Hornberger, N. H. (2017). Immigration policy as language policy: Mexican families’ decision-making in search of biliteracy for their children. International Journal of Bilingualism, 21(2), pp. 1 – 14.

Gallo, S. (2016). Humor in father-daughter immigration narratives of resistance. Anthropology and Education Quarterly, 47(3), 279-296.

Arango, O., Flores, S., Gallo, S., Lara, P., Link, H., Lugo, D., & Peregrina, I. (2016). Un trago dulce pero adentro con sabor amargo / A bittersweet swallow: Constructing counterspaces to explore undocumented status across academic, family, and community spaces. Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival, 10(4), 228-241.

Gallo, S. & Link, H. (2016). Exploring the borderlands: Elementary school teachers’ navigation of immigration practices in a new Latino diaspora community. Journal of Latinos and Education, 15 (3), 180 – 196.

Gallo, S. & Link, H. (2015). “Diles la verdad”: Deportation policies, politicized funds of knowledge, and schooling in middle childhood. Special Issue Dissolving Boundaries: Understanding Undocumented Students’ Educational Experiences for Harvard Educational Review, 85 (3), 357 – 382.

Gallo, S. (2014). The effects of gendered immigration enforcement on middle childhood and schooling. American Educational Research Journal, 51 (3), 473 – 504. Gallo AERJ 2014 Available Here

Gallo, S., Link, H., Allard, E., Wortham, S., & Mortimer, K. (2014). Conflicting ideologies of Mexican immigrant English across levels of schooling. International Multilingual Research Journal. 8 (2), 124 – 140.

Allard, E., Mortimer, K., Gallo, S., Link, H., & Wortham, S. (2014). Student Spanish as liability or asset: Generational diversity in ideologies of Mexican immigrant language at school. Journal of Language, Identity, and Education, 13, 335 – 353.

Gallo, S., & Wortham, S. (2012). 
Sobresalir: Latino parent perspectives on New Latino Diaspora schools. International Journal of Multicultural Education, 14 (2), 1 -17.

Howard K. & Lipinoga, S. (2010). Closing down openings: Pretextuality and misunderstanding in parent-teacher conferences with Mexican immigrant families. Language and Communication, 30 (1), 33-47.

Book Chapters

Gallo, S., Link, H., & *Somerville, J. (In press). The Politicized funds of knowledge of children from mixed-status families: Connections to civic education in elementary schools. In M.F. Orellana & I. García Sánchez (Eds.), Everyday Learning: Centering in Schools the Language and Cultural Practices of Young People from Non-Dominant Backgrounds. Routledge.

Gallo, S. (Forthcoming). Envisioning asset-based pedagogies for binational students and their teachers in Central Mexico. In P. Gándara & B. Jensen (Eds.), Teachers Bridging Borders: Fostering Opportunities for the Students We Share Between the US and Mexico. Albany NY: SUNY Press.

Link, H., Gallo, S., & Wortham, S. (2017). ‘Que las maestras hablaran más con ellos’: Children grappling with documentation status at school. In S. Salas & P. Portes (Eds.), US Latinization: Education and the New Latino South (pp. 123 – 140). Albany NY: SUNY Press.

Gallo, S., Wortham, S., & Bennet, I. (2015). Increasing “Parent involvement” in the new Latino diaspora. In E. T. Hamann, S. Wortham & E. G. Murillo (Eds.), 
Revisiting education in the New Latino Diaspora (pp. 263 – 281). Charlotte, NC: InfoAge Publishing.

Link, H., Gallo, S., & Wortham, S. (2014). ‘gusame ka’lata!’: Faux Spanish in the new Latino diaspora. In A. Blackledge & A. Creese (Eds.), Heteroglossia as Practice and Pedagogy (pp. 255-274). London, UK: Springer.