Cite
DISABLING LANGUAGE: THE OVERREPRESENTATION OF EMERGENT BILINGUAL STUDENTS IN SPECIAL EDUCATION INNEW YORK AND ARIZONA.
MLA
Hulse, Emma Curran Donnelly. “Disabling Language: The Overrepresentation of Emergent Bilingual Students in Special Education Innew York and Arizona.” Fordham Urban Law Journal, vol. 48, no. 2, Feb. 2021, pp. 381–448. EBSCOhost, widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=asx&AN=149100233&authtype=sso&custid=ns315887.
APA
Hulse, E. C. D. (2021). Disabling Language: The Overrepresentation of Emergent Bilingual Students in Special Education Innew York and Arizona. Fordham Urban Law Journal, 48(2), 381–448.
Chicago
Hulse, Emma Curran Donnelly. 2021. “Disabling Language: The Overrepresentation of Emergent Bilingual Students in Special Education Innew York and Arizona.” Fordham Urban Law Journal 48 (2): 381–448. http://widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=asx&AN=149100233&authtype=sso&custid=ns315887.