| Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice S Motha Teachers College Press, 2014 | 514 | 2014 |
| Racializing ESOL teacher identities in US K—12 public schools S Motha Tesol Quarterly, 495-518, 2006 | 300 | 2006 |
| “Non‐coercive rearrangements”: Theorizing desire in TESOL S Motha, A Lin TESOL quarterly 48 (2), 331-359, 2014 | 278 | 2014 |
| Translinguistic identity-as-pedagogy: Implications for language teacher education S Motha, R Jain, T Tecle International Journal of Innovation in English Language Teaching and …, 2012 | 177 | 2012 |
| Language teacher identity in multilingual settings MM Varghese, S Motha, J Trent, G Park, J Reeves TESOL quarterly 50 (3), 545-571, 2016 | 146 | 2016 |
| Race and language teaching KS Von Esch, S Motha, R Kubota Language Teaching 53 (4), 391-421, 2020 | 143 | 2020 |
| Women faculty of color in TESOL: Theorizing our lived experiences A Lin, R Grant, R Kubota, S Motha, GT Sachs, S Vandrick, S Wong Tesol Quarterly 38 (3), 487-504, 2004 | 143 | 2004 |
| Decolonizing ESOL: Negotiating linguistic power in US public school classrooms S Motha Critical Inquiry in Language Studies 3 (2-3), 75-100, 2006 | 106 | 2006 |
| Is an antiracist and decolonizing applied linguistics possible? S Motha Annual Review of Applied Linguistics 40, 128-133, 2020 | 99 | 2020 |
| Accessing imagined communities and reinscribing regimes of truth S Carroll 1, S Motha, JN Price Critical Inquiry in Language Studies 5 (3), 165-191, 2008 | 79 | 2008 |
| Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry MM Peercy, J Sharkey, L Baecher, S Motha, M Varghese TESOL Journal 10 (4), e482, 2019 | 70 | 2019 |
| Theorizing experiences of Asian women faculty in second-and foreign-language teacher education A Lin, R Kubota, S Motha, W Wang, S Wong " Strangers" of the Academy, 56-82, 2023 | 46 | 2023 |
| Rewriting dominant narratives of the academy: Women faculty of color and identity management S Motha, MM Varghese Race Ethnicity and Education 21 (4), 503-517, 2018 | 39 | 2018 |
| Who we are: Teacher identity, race, empire, and nativeness S Motha Reflections on language teacher identity research, 223-229, 2016 | 29 | 2016 |
| “Curses in TESOL”: Postcolonial desires for colonial English AMY Lin, S Motha Rethinking languages education, 15-35, 2020 | 27 | 2020 |
| Out of the safety zone S Motha Color, Race, and English Language Teaching, 161-172, 2019 | 27 | 2019 |
| Afternoon tea at Su’s: Participant voice and community in critical feminist ethnography S Motha Qualitative Research, 123-140, 2009 | 23 | 2009 |
| Strategies for sisterhood in the language education academy S Scholars Journal of Language, Identity & Education 22 (2), 105-120, 2023 | 14 | 2023 |
| Multilingualism in post‐9/11 US schools: Implications for engaging empire S Wong, S Motha Peace & Change 32 (1), 62-77, 2007 | 11 | 2007 |
| In This Issue [of TESOL Quarterly, on Language Teacher Identity] MM Varghese, S Motha, G Park, J Reeves, J Trent | 9 | 2016 |
