Kasun, S. & Mora-Pablo, I. (2004). Transnational, Mexican-origin Youth: An Anzaldúan bridge toward a new tribalism. In S. Mendoza Aviña, S.; S. M. Alemán, S. M. & A. M. Santos (Eds.). El Mundo Zurdo. Selected Works from the 2022 Meeting of the Society for the Study of Gloria Anzaldúa. (pp. 39-53). Aunt Lute Books.

Ver artículo:
https://www.academia.edu/124429047/Transnational_Mexican_origin_Youth_An_Anzald%C3%BAan_bridge_toward_a_new_tribalism

Ver artículo:
https://scholarworks.waldenu.edu/hlrc/vol14/iss0/1/

Ver artículo:
https://www.academia.edu/115831981/The_Hidden_Family_Story_of_Transnationalism_Deportation_Educational_Planning_and_Mixed_Immigration_Status

Ver artículo:
https://doi.org/10.32038/ltrq.2024.39.06

Ver artículo: https://www.academia.edu/118832674/Testimonios_as_decolonizing_tools_in_EFL_teacher_education_programs_to_promote_reflection_and_action

Ver artículo:
https://www.mextesol.net/journal/index.php?page=journal&id_article=46457

Mora-Pablo, I., Lengeling, M. M. & Núñez-Asomoza, A. (2023). Profesores y alumnos transnacionales y migrantes de retorno en México. En R. Roux, M. D. R. R. Cruz & J. L. R. Romero (Eds.), Revisiones sistemáticas de investigación sobre enseñanza y aprendizaje de lenguas extranjeras en México (pp. 61-96). Editorial Fontamara SA de CV. https://doi.org/10.59233/VAE045

Ver capítulo. https://books.google.com.mx/books?hl=es&lr=&id=V5a4EAAAQBAJ&oi=fnd&pg=PT46&dq=Revisiones+sistem%C3%A1ticas+de+investigaci%C3%B3n+sobre+ense%C3%B1anza+y+aprendizaje+de+lenguas+extranjeras+en+M%C3%A9xico&ots=sg3Gc1NNEh&sig=k8Exv9O5h-soDexufDlUbHLqRTA&redir_esc=y#v=onepage&q=Revisiones%20sistem%C3%A1ticas%20de%20investigaci%C3%B3n%20sobre%20ense%C3%B1anza%20y%20aprendizaje%20de%20lenguas%20extranjeras%20en%20M%C3%A9xico&f=false 

Vargas-Vega, B., & Mora-Pablo, I. (2023). English Derivational morphology: Challenges and Teaching Considerations for non-native speakers. Beyond Words, 11(1), 1-18.

Ver artículo:
http://jurnal.wima.ac.id/index.php/BW/article/view/4331/3397 

Garcia-Ponce, E. E., Lengeling, M. M., Mora-Pablo, I., & Arroyo, L. M. C. (2023). Use of WhatsApp as a Platform to Promote English Oral Fluency and Accuracy: A Task Repetition Approach. Íkala, Revista de Lenguaje y Cultura, 28(1), 69-85. https://doi.org/10.17533/udea.ikala.v28n1a04

Ver artículo:
https://doi.org/10.17533/udea.ikala.v28n1a04 

Lengeling, M. M., Mora-Pablo, I., Wilson, A. M. & García-Ponce, E. E. (2023). Team teaching through the voices of teachers and students in ELT programs before, during COVID-19 and beyond. In L. England, L. D. Khamhi-Stein & G. Kormpas. (Eds.). English Language Teacher Education in Changing Times. Perspectives, strategies, and new ways of teaching and learning. Routledge.  

https://books.google.ca/books?hl=es&lr=&id=WcSpEAAAQBAJ&oi=fnd&pg=PT7&dq=%22irasema+mora+pablo%22&ots=sBUesn9ywe&sig=G8TNEv_uuKQksbuBl3KmHdch2hA#v=onepage&q=%22irasema%20mora%20pablo%22&f=false

Castillo-Nava, D. L., & Mora-Pablo, I. (2022). English Learning and Teaching at a Polytechnic University in Mexico: Towards Bilingual Education?. Profile: Issues in Teachers’ Professional Development, 24(2), 185–199.

Garcia-Ponce, E. E., Pablo, I. M., & Hernadez, J. G. S. (2022). Role of EFL Learners’ Perceptions of Task Difficulty in Complexity, Accuracy and Fluency: An Exploratory Case Study. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (37), 123-142. https://doi.org/10.30827/portalin.vi37.15855

Kasun, G. S., & Mora-Pablo, I. (Eds.). (2022). Applying Anzalduan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border. Routledge. https://www.routledge.com/Applying-Anzalduan-Frameworks-to-Understand-Transnational-Youth-Identities/Kasun-Mora-Pablo/p/book/9781032043500

Mora-Pablo, I, García-Ponce, E. E. & Lengeling, M. M. (Coord). (2021). Research Methodology In Applied Linguistics: A Practical Resource for Graduate Students. Universidad de Guanajuato.
http://www.dcsh.ugto.mx/editorial/publicaciones/libros-de-descarga-gratuita/lenguas?layout=edit&id=235

Mora-Pablo, I.; García-Ponce, E. E. & Lengeling, M. M. (2021). Capítulo 5:
Licenciatura en la Enseñanza del Inglés de la Universidad de Guanajuato. En Ruiz Delgado, A. G. & Santos García, S. (Coordinadores). Experiencias y retos en la formación de profesores pre-servicio de segundas lenguas en programas de licenciatura en universidades públicas en México. Universidad Autónoma de Nayarit.

García-Ponce, E. E.; Conaway, L. Mora-Pablo, I. (2021). Flipped classroom practices in a BA in ELT in Mexico: Are we ready for a multimodal pedagogical transition?. In Peralta Castro, F. M & Gutiérrez Gutiérrez, B. (Coordinadores). Habilidades del siglo XXI en el salón de clases de lenguas: retos y oportunidades. Universidad de Colima. Pp. 41-58.

Garcia-Ponce, E. E., Mora-Pablo, I. & Lengeling, M. M. (2021). Needs Analysis in Higher Education: A Case Study for English Language Achievement. Journal of English Language Teaching, Vol. 11, No. 2.
https://www.proquest.com/openview/a6c8c19cbb3620b0232246854c374f22/1?cbl=2030621&pq-origsite=gscholar

Kasun, G. S., & Mora Pablo, I. El anti-malinchismo contra el mexicano-transnacional: cómo se puede transformar esa frontera limitante. In Anales de Antropología (Vol. 55, No. 1, pp. 39-48). http://dx.doi.org/10.22201/iia.24486221e.2021.1.75853

Garcia-Ponce, E. E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications, 10, 116–133. 
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1209&context=hlrc 

Przymus, S. D., Lengeling, M. M., Mora-Pablo, I., & Serna-Gutiérrez, O. (2020). From DACA to Dark Souls: MMORPGs as Sanctuary, Sites of Language/Identity Development, and Third-Space Translanguaging Pedagogy for Los Otros Dreamers. Journal of Language, Identity & Education, 1-17.
https://www.tandfonline.com/doi/abs/10.1080/15348458.2020.1791711

Mora-Pablo, I. (2020). “I’m in a greay zone”: A Narrative Analysis of Return Migration and Ethnic Identity in Mexico. In Vila-Freyer, A. & Özerim, M. G. (Eds). Young Migrants. Vulnerabilities, Boundaries, Protection and Integration. Transnational Press London.

García-Ponce, E.; Mora-Pablo, I. & Lengeling, M. M. (2020). Discrimination in the Mexican TESOL field: Are we solving the problem? MEXTESOL Journal, 44(2). pp. 1-12. Retrieved 
http://mextesol.net/journal/index.php?page=journal&id_issue=0#0ab49009ea048285dbc3829421f010a8

Crawford, T., Frausto Hernández, I., Mora Pablo, I., & Witten, M. (2020). Negotiating Course Design in the Mexican Educational System Using Complex Thought: A Case Study in Central Mexico. Open Journal for Studies in Linguistics, 3(1), 1-12. ISSN (Online) 2620-0678
https://doi.org/10.32591/coas.ojsl.0301.01001c

Lengeling, M. M.; Wilson K, A. & Mora-Pablo, I. (2019). Chapter 6: TESOL Students’ Perspectives: Noticing Classroom Practice. In Simpson, A.; Pomerantz, F.; Kaufman, D. & Ellis, S. (Eds.). Developing habits of noticing in literacy and language classrooms. Routledge: New York.
https://www.taylorfrancis.com/chapters/edit/10.4324/9780429320828-6/tesol-students-perspectives-martha-lengeling-amanda-wilson-irasema-mora-pablo

Mora-Pablo, I., & Basurto, N. M. (2019). Experiencias educativas y de vida de migrantes de retorno: ¿Una creciente generación de maestros de inglés en México?. Publicaciones, 49(5), 75–91. 
https://revistaseug.ugr.es/index.php/publicaciones/article/view/11441

Lengeling, M., Mora-Pablo, I., Frausto-Hernandez, I., & Serna-Gutierrez, J. I. O. (2019). Teacher Socialization and Identity Negotiation of Transnational Mexican EFL Teachers in Central Mexico. In M. L. Cárdenas-Beltrán, C. R. Cáceda & L. A. Murillo (eds.). Formación de docentes en universidades latinoamericanas (pp. 217-243). Bogotá, D. C.: Editorial Uniagustiniana. Doi: 
https://doi.org/10.28970/9789585498273.06

Mora-Pablo, I.; Lengeling, M. M. & García-Ponce, E. E. (2019). Return migration as an answer to face the need of English teachers in Mexico: challenges and realities. Open Journal for Studies in Linguistics, 2 (1), 7-18. ISSN: 2620-0678. 
https://doi.org/10.32591/coas.ojsl.0201.02007m

Lengeling, M. M.; Crawford, T. & Mora-Pablo, I. (2019). Collaborative ethnographic mentoring of EFL teachers in central Mexico. Open journal for Studies in Linguistics, 2(2), 35-50. ISSN (Online) 2620-0678 https://doi.org/10.32591/coas.ojsl.0202.01035l

Crawford, T., Mora-Pablo, I., & Lengeling, M. M. (2018). Lost and found: Conflict in transnationals’ writing identity. Open Journal for Studies in Linguistics, 1(2), 21-34. 
https://doi.org/10.32591/coas.ojsl.0102.01021c

Mora Vázquez, A.; Trejo Guzmán, N. P. & Mora-Pablo, I. (2018). ‘I was lucky to be a bilingual kid, and that makes me who I am:’ the role of transnationalism in identity issues. International Journal of Bilingual Education and Bilingualism. Pp. 1-15. ISSN: 1367-0050 (Print) 1747-7522 (Online). https://www.tandfonline.com/doi/full/10.1080/13670050.2018.1510893 

García-Ponce, E. & Mora-Pablo, I. (2018). A sociolinguistic analysis of the elision of /d/ in Toluca Spanish. Cuadernos de Lingüística de El Colegio de México, 5 (2), 45-78. ISSN 2007–736X http://cuadernoslinguistica.colmex.mx/index.php/cl/article/view/114/119

Villegas-Torres, P., & Mora-Pablo, I. (2018). The role of language in the identity formation of transnational EFL teachers. HOW, 25(2), 11-27. 

https://doi.org/10.19183/how.25.2.418

Garcia-Ponce, E. E., & Mora-Pablo, I. (2018). Incidence and Nature of Negotiations for Meaning during Uncontrolled Speaking Practice in English as a Foreign Language Classrooms. Journal of Language and Education, 4(1), 31-41. ISSN: 2411-7390 DOI: 
https://doi.org/10.17323/2411-7390-2018-4-1-31-41

Serna-Gutiérrez, J. I. O., & Mora-Pablo, I. (2018). Critical incidents of transnational student-teachers in Central Mexico. Profile. Issues in Teachers’ Professional Development, 20(1), 137-150. ISSN 1657-0790 (printed) 2256-5760 (online). 
https://doi.org/10.15446/profile.v20n1.62860. 

Garcia-Ponce, E. E., Mora-Pablo, I., Lengeling, M. M., & Crawford, T. (2018). Task Design Characteristics and EFL Learners’ Complexity, Accuracy and Fluency during Uncontrolled Pair Interactions: A Naturalistic Perspective. Iranian Journal of Language Teaching Research 6(1), 75-92. http://ijltr.urmia.ac.ir/article_20491_cbe42ef4b8aaf979913b108cbb31258a.pdf ISSN-2322-1291

García-Ponce, E. E.; Lengeling, M. M.; Mora-Pablo, I. & Crawford, T. (2018). Complexity and likely influence of teachers’ and learners’ beliefs about speaking practice: Effects on and implications for communicative approaches. January 2018 International Journal of Language Studies, 12(1), 125-146.

Christiansen, M. S.; Trejo Guzmán, N. P. & Mora Pablo, I. (2017). You know English, so why don’t you teach? Language ideologies and returnees becoming English language teachers in Mexico. International Multilingual Research Journal. 12(2) 
 https://doi.org/10.1080/19313152.2017.1401446
Print ISSN: 1931-3152 Online ISSN: 1931-3160

2017 Garcia-Ponce, E. E., Lengeling, M. M., and Mora-Pablo, I. (2017). Discrimination in the TESOL Profession in Mexico: Voices and Perspectives of English as a Foreign Language Teachers. i-manager’s Journal on English Language Teaching, 7(4), 55-67. ISSN Print: 2231-3338
ISSN Online: 2249-0752 
https://doi.org/10.26634/jelt.7.4.13768

Garcia-Ponce, E. E., & Mora-Pablo, I. (2017). Discussing the Chaos/Complexity Theory from an EFL perspective: An interview with Professor Larsen-Freeman. MEXTESOL Journal, 41(3). Retrieved from http://mextesol.net/journal/public/files/86c1c3e21df774af4c58164a2e96a949.pdf 
 ISSN: 2395-9908

Garcia-Ponce, E. E., & Mora-Pablo, I. (2017). Exploring the effects of teachers’ and learners’ conflicting beliefs on the provision of corrective feedback during undisturbed classroom interactions. GiST Education and Learning Research Journal, 15 (2): 125-148. ISSN: 1692-5777 e-ISSN: 2248-8391 https://gistjournal.unica.edu.co/index.php/gist/article/view/393

Garcia-Ponce, E.E., Lengeling, M. M., Mora Pablo, I., & Crawford, T. (2017). What can two writing tasks tell us about language performance during uncontrolled classroom practice? An exploratory study of EFL leaners’ complexity, fluency and accuracy. International Journal of Language and Applied Linguistics, 3(1), 1-25. eISSN: 2383-0514 
http://www.khatesefid.com/journal/wp-content/uploads/2018/01/An-Explanatory.pdf

García Ponce, E. E., Mora Pablo, I., Crawford Lewis, T. & Lengeling, M. M. (2017). Effects of teachers’ and learners’ beliefs on negotiation for meaning and negative feedback during interactions in EFL classrooms. International Journal of Modern Language Teaching and Learning, 2(2), 54-66. ISSN: 2367-9328 http://ijmltl.com/fulltext/paper-12062017112137.pdf

Lengeling, M. M. and Mora-Pablo, I. (2017). Emotions and discourse in L2 narrative research, by Matthew T. Prior. Language and Education, 32 (2) ISSN 0950-0782 eISSN: 1747-7581 DOI:10.1080/09500782.2017.1327961 http://www.tandfonline.com/doi/full/10.1080/09500782.2017.1327961

Lengeling, M. M., Mora Pablo, I., & Barrios Gasca, B. L. (2017). Teacher socialization of EFL teachers at public school levels in Central Mexico. PROFILE Issues in Teachers’ Professional Development, 19 (1), 41-54. ISSSN: 1657-0790, eISSN: 2256-5760 

https://doi.org/10.15446/profile.v19n1.53244

Mora-Pablo, I. & Lengeling, M. M. (2017). Critical incidents in the lives of ELT practitioners: from reaction to reflection. En M. Martha Lengeling (Ed. & Coord.), Narratives and experiences of teaching English in Mexico. México: Universidad de Guanajuato y Universidad Autónoma de Baja California. (71-82).

Trejo Guzmán, N. P., Mora Vázquez, A., Mora Pablo, I., Lengeling, M. M. & Crawford, T. (2016). Learning transitions of returnee English teachers in Mexico. Lenguas en Contexto, 13 (1). pp. 121-136. ISSN: 2007-3038. http://www.facultaddelenguas.com/lencontexto/?idrevista=21

Mora Pablo, I., Frausto Hernández, I. & Rangel Gamiño, N. (2016). Transnational teachers of English in Mexico: Becoming professionals. In Basurto Santos, N. M. & Cárdenas, M. L. (Eds.). Investigaciones sin fronteras: New and enduring issues in foreign language education. Xalapa, Veracruz: Universidad Veracruzana. Pp. 303-314. ISBN: 9786075024530 

Lengeling, M. M., & Mora Pablo, I. (2016). Reflections on critical incidents of EFL teachers during career entry in Central Mexico. HOW, 23(2), 75-88. ISSN: 0120-5927 http://dx.doi.org/10.19183/how.23.2.158.
https://www.howjournalcolombia.org/index.php/how/article/view/158/0

Lengeling, M. M. & Mora Pablo, I. (2016). From linguistic landscapes to the status of English: a conversation with David Graddol. MEXTESOL Journal , 40, 3, 1-6.

Lengeling, M. M., Crawford, T. & Mora Pablo, I. (2016). Chapter 3. The constant evolution of teacher development in a public university in central Mexico. En Lengeling, M. M. & Ruiz Esparza Barajas, E. (Coord.). (2016). Histories of English as a foreign language teacher development in Mexican public universities. Mexico: Pearson. Pp. 59-77.

Basurto Santos, N. M., Hernández Alarcón, M. M. & Mora Pablo, I. (2016). Fillers and the development of oral strategic competence in foreign language learning. PORTA LINGUARUM, 25 (1) pp. 191-201. ISSN: 1697-7467. http://www.ugr.es/~portalin/articulos/articles-index.htm

Crawford, T., Mora Pablo, I. & Lengeling, M. M. (2016). Struggling authorial identity of second language university academic writers in Mexico. PROFILE Issues in Teachers’ Professional Development, 18 (1). Pp. 115-127. ISSN 1657-0790 (printed) 2256-5760 (online).
http://www.revistas.unal.edu.co/index.php/profile
http://www.revistas.unal.edu.co/index.php/profile/article/view/48000

Goodwin, D., Mora Pablo, I., Crawford, T., Lengeling, M. M. & Rubio Zenil, B. (2015). Capítulo 4: Percepciones sobre la formación de profesores de inglés en la Universidad de Guanajuato: Una perspectiva cualitativa. En Goodwin, D. Narváez Trejo, O., Macola Rojo, C. & Núñez Mercado, P. (Coord.). Percepciones interinstitucionales sobre la formación de profesores. Biblioteca Digital de Humanidades: Universidad Veracruzana. pp. 151-184. ISBN: 978-607-502-437-0

Mora Pablo, I., Lengeling, M. M. & Basurto Santos, N. M. (2015). Cruzando fronteiras: narrativas de transnacionais tornando-se professores de língua inglesa no México/ Crossing borders: Stories of transnationals becoming English language teachers in Mexico. Signum Estudos da Linguagem, 18 (2). Pp. 326-348. ISSN 2237-4876. DOI: 10.5433/2237-4876.2015v18n2p326 http://www.uel.br/revistas/uel/index.php/signum/issue/view/1082
http://www.uel.br/revistas/uel/index.php/signum/article/view/21696 

Lengeling, M. M. & Mora Pablo, I. (Coord.) (2015). Perspectivas sobre la Investigación Cualitativa/ Perspectives on Qualitative Research. Guanajuato: Universidad de Guanajuato. ISBN: 978-607-441-385-4

Lengeling; M. M.; Mora Pablo, I.; Crawford, T. & Muñoz de Cote, L. M. (2015). Capítulo 6. Formación y capacitación de los profesores de inglés. En Ramirez Romero, J. L. (Coord.). La enseñanza de inglés en las primarias públicas mexicanas. Pearson Educación: México. Pp. 127-142. ISBN: 9786073234511

Lengeling, M. M.; Crawford, T.; Derry, B. & Mora Pablo, I. (2015). Socialización de profesores de inglés en el programa PNIEB: sus voces e identidades. Congreso Internacional de Investigación Academia Journals. Pp. 3063-3067.ISBN 978-1-93982-18-6

Mora Pablo, I., Lengeling, M. M.; Crawford, T. & Goodwin, D. (2015). La influencia de la familia en las decisiones profesionales de los migrantes de retorno. Congreso Internacional de Investigación Academia Journals. Pp. 3856-3860. ISBN 978-1-93982-18-6

Mora Pablo, I. (2015). Constructing the English Teacher: Discourses of Attachment and Detachment at a Mexican University. In Swan, A., Aboshiha, P. & Holliday, A. (Eds.). (En)Countering Native-speakerism.
Global Perspectives. London: Palgrave Macmillan. Pp. 109-123. ISBN: 9781137463494 http://www.palgrave.com/page/detail/encountering-nativespeakerism-anne-swan/?isb=9781137463494
DOI: 10.1057/9781137463500

Mora Pablo, I., Rivas Rivas, L. A., Lengeling, M. M. & Crawford, T. (2015). Transnationals becoming English teachers in Mexico: effects of language brokering and identity formation. GIST Education and Learning Research Journal, 10, pp. 7-28. ISSN: 1692-5777.
http://www.publicacionesunica.com/gist/index.php/gist/article/view/167

Mora Pablo, I., Lengeling, M. M. & Crawford, T. (2015). Crossing borders: Hybrid identities among a new generation of English teachers. The Newsletter of the Applied Linguists Interest Section. TESOL International Association. February 2015.
http://newsmanager.commpartners.com/tesolalis/issues/2015-02-06/5.html 

Avilés, A. G. & Mora Pablo, I. (2014). Niños migrantes de retorno en el centro de México: explorando su identidad. Revista de Investigación Silogismo, 1 (14), 10-21. ISSN: 1909-955X Electronic: E ISSN: 2422-0736 http://cide.edu.co/ojs/index.php/silogismo/issue/view/36
http://cide.edu.co/ojs/index.php/silogismo/article/view/182 

Lengeling, M. M.; Mora Pablo, I. & Crawford, T. (2014). Discriminación en la enseñanza de inglés y los efectos sobre los profesores no nativos en México. En Toledo Sarracino, D. G. (Coord.) Panoramas de la Enseñanza de Lenguas Extranjeras en México. Mexicali, Baja California: Universidad Autónoma de Baja California. Pp. 114-137. ISBN: 978-607-242-4.

Crawford, T.; Mora Pablo, I.; Lengeling, M. M.; Goodwin, D. & Rubio Zenil, B. (2014). Resistencia al cambio de la identidad en la redacción de segunda lengua. Lenguas en Contexto (11), Pp. 28-39. ISSN:1870-1671
http://www.facultaddelenguas.com/lencontexto/index.php?seccion=digital&idrevista=18
http://www.latindex.unam.mx/buscador/ficRev.html?opcion=1&folio=16134
http://www.facultaddelenguas.com/lencontexto/index.php?seccion=revista&script=visor&idrevista=18&pagina=28

Mora Pablo, I.; Crawford, T. & Lengeling, M. M. (2014). Formación de identidad en migrantes de retorno y el impacto en su desarrollo profesional como docentes de inglés. Congreso Internacional de Investigación Academia Journals,Vol. 6 (5). Pp. 3199-3204. ISSN: 1946-5351 (online), 1948-2353 (CD ROM).

Lengeling, M. M.; Mora Pablo, I. Conaway, L. (2014). Perspectiva de profesores de español como lengua extrajera sobre el uso de una tercera lengua en el salón de clases. Congreso Internacional de Investigación Academia Journals,Vol. 6 (5). ISSN: 1946-5351 (online), 1948-2353 (CD ROM).

Crawford, T.; Lengeling, M. M.; Mora Pablo, I. Heredia Ocampo, R. (2014). Hybrid Identity in Academic Writing: “Are There Two of Me?”. PROFILE Issues in Teachers’ Professional Development 16 (2). Pp.87-100. ISSN 1657-0790 (printed) 2256-5760 (online).
http://www.revistas.unal.edu.co/index.php/profile/issue/view/3993/showToc
http://dialnet.unirioja.es/servlet/articulo?codigo=4858601
http://168.176.5.108/index.php/profile/article/view/40192

Ramirez Romero, J. L. et. al. (2013). Estado del conocimiento de las investigaciones en LEX en México en la primera década del siglo XXI, en: Alicia Ávila, Alma Carrasco Altamirano, Alma Adrianna Gómez Galindo, María Teresa Guerra Ramos, Guadalupe López Bonilla y José Luis Ramírez Romero (Coordinadores). Una década de investigación educativa en conocimientos disciplinares en México (2002-2011): matemáticas, ciencias naturales, lenguaje y lenguas extranjeras. México: COMIE. Pp. 297-341. ANUIES ISBN: 978-607-451-088-1
COMIE ISBN: 978-607-7923-20-6

Lengeling, M. M. & Mora Pablo, I. (Coord). (2013). Enfoques de la Investigación Cualitativa/ Approaches to Qualitative Research. Guanajuato: Universidad de Guanajuato. ISBN: 978-607-441-275-8 

Lengeling, M. M.; Mora Pablo, I. & Rivas Rivas, L. (2013). Finding identity through accent: the case of transnationals. In Lengeling, M. M. & Mora Pablo, I. (Coord). Enfoques de la Investigación Cualitativa/ Approaches to Qualitative Research. Guanajuato: Universidad de Guanajuato. Pp. 351-364. ISBN: 978-607-441-275-8

Lengeling, M. M.; Mora Pablo, I.; Rubio Zenil, B.; Arredondo Muñoz, M. E.; Carrillo Barrios, K. L.; Ortega Hernández, E. & Careto, C. (2013). Materials and Teaching in the National English Program in Basic Education: Teachers’ Perspectives. MEXTESOL Journal, Vol. 37, No. 3. ISSN: 1405-3470. http://www.mextesol.net/journal/
http://www.mextesol.net/journal/index.php?page=journal&id_article=492

Mora, I. (2013). Unveiling labels through a narrative approach. In Moore, C. (Ed.). Collecting and interpreting qualitative data. Principles in Practice. Puerto Vallarta: Trauco Editorial & Universidad de Guadalajara. Pp: 39-61. ISBN: 978–607–9289–61–4

Rubio Zenil, B., Lengeling, M. & Mora Pablo, I. (2013). Aproximación al Diseño de Material en el Programa PNIEB: Las Perspectivas de los Profesores. Congreso Internacional de Investigación Academia/Journals Vol. 5, No. 3. ISSN 1946-5351 Online 1948-2353 CD ROM. Pp. 3158-3163.

Crawford, T.; Mora Pablo, I. Goodwin, D. Lengeling, M. (2013). From Contrastive Rhetoric towards Perceptions of Identity: Written Academic English in Central Mexico. Colombian Applied Linguistics Journal, 15 (1). ISSN 0123-4641. http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/4243
http://revistas.udistrital.edu.co/ojs/index.php/calj/article/viewFile/4243/5912

Lengeling, M.; Muñoz de Cote, L. M.; Mora Pablo, I.; Derry, B. & Jones, D. (2013). Capítulo 5: Guanajuato. En Ramírez, J. L. (Ed.). Una década de Búsqueda: La investigación sobre la enseñanza y el aprendizaje de lenguas extranjeras en México (2000-2011). México, D. F.: Pearson Educación de México. Pp: 67-88. ISBN: 978-607-32-2077-4

Mora, I. (2013). Becoming an English Teacher in Mexico. En Lengeling, M. (Ed.). Entering into the EFL teaching profession: Stories of teacher socialization in Mexico. Puebla: Benemérita Universidad Autónoma de Puebla. Pp.49-64. ISBN: 978-607-487-567-6

Lengeling, M., Mora Pablo, I. & Ashley, J. (2012). Investigación cualitativa e interpretación. Selección de artículos del tercer congreso internacional de investigación cualitativa. Guanajuato: Universidad de Guanajuato. ISBN: 978-607-441-208-6

Mora Pablo, I. & Goodwin, D. (Eds.). Alternative Methods to Undertaking PhD Research. Guanajuato: Universidad de Guanajuato. ISBN: 978-607-441-205-5

Mora Pablo, I. (2012). From interviews to narratives. In Mora Pablo, I. & Goodwin, D. (Eds.). Alternative Methods to Undertaking PhD Research. Guanajuato: Universidad de Guanajuato. ISBN: 978-607-441-205-5 Pp. 39-64 

Lengeling, M. & Mora Pablo, I. (2012). A Critical Discourse Analysis of Advertisements: Contradictions of our EFL Profession. In Roux, R., Mora, A. & Trejo, N. (Eds.). Research in English Language Teaching: Mexican Perspectives. Bloomington, IN.: Palibro. ISBN:978-1-4633-4010-0 pp. 89-103

Mora Pablo, I. (2011). Un acercamiento al bilingüismo: la identidad del retornado. En Valdivia, B. (Ed.). Primer Foro Internacional Interdisciplina y Espacios Sustentables. ISBN: 978-607-7778-52-3. Pp. 796-802. 

Mora Pablo, I., Lengeling, M., Rubio, B. Crawford, T., & Goodwin, D. (2011). Students and Teachers’ Reasons for Using the First Language within the Foreign Language Classroom (French and English) in Central Mexico. Profile, 13 (2). 113-129. ISSN 1657-0790.
http://168.176.5.108/index.php/profile/article/view/25699