Bilingual and Literacy Studies Faculty Publications and Presentations
Submissions from 2025
Examining One-Way Dual Language Elementary Latinx Bilingual Learners’ Trajectory on a State Standardized Reading Assessment, J. Joy Esquierdo and Isela Almaguer
Resisting neoliberalism: testimonios of language teachers as social activists, David Martinez-Prieto
Submissions from 2024
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures, Pauli Badenhorst, Sandra I. Musanti, Veronica L. Estrada, Patricia Robles, and Amy Montoya
Embracing the "American Dream" Social Media Imaginary Versus the Daily American Nightmare for Immigrant Youth, Miryam Espinosa-Dulanto and Iris Rubi Monroy Velasco
Inter/weaving, Inter/lacing Consciousness & Resistance: Decolonizing Practices, Intersectionality & Aesthetics, Miryam Espinosa-Dulanto and Rosalva Resendiz
Investigating reading motivation in Latinx college students: qualitative insights from bilingual readers, Hitomi Kambara and Yu-Cheng Lin
Black and Asian women faculty: a reader’s theater highlighting their experiences across three Hispanic-Serving Institutions, Jacqueline B. Koonce, Elena M. Venegas, Lorenza Lancaster, Julissa Bazan, and Adriana Garza
Imperialism Unawareness: The Case of Citizenship Construction Among Mexican Transnational Students, David Martinez-Prieto
Languages and Nation Building, David Martinez-Prieto
Spirituality among Mexican Transnational Teaching Youth: Towards Decolonialization and Humanization of Research, David Martinez-Prieto
Los Retos and Opportunities del Transnational Translanguaging in English-Language Teaching Programs in Mexico, David Martinez-Prieto, Sue Kasun, and Peter Sayer
Non-Plus Ultra Ideologies in Multilingual Teacher Education Research: Towards Real Inclusion, David Martinez-Prieto and Xiaodi Zhou
Roadblocks or Opportunities: Elementary Bilingual Teacher Candidates Becoming Certified Teachers In Texas, Sandra I. Musanti, Michael Whitacre, and Jose Orozco
Hampering the Dogmatization Within the System by Building an Itinerant Practice in Bilingual Education and Dual-Language Programs, Jose Orozco and Michael Whitacre
Black Lives Still Matter: Freedom Schools as an Embodiment of Critical Literacy Through Reflection and Action, Elena M. Venegas and Lakia M. Scott
Repast: A collective autoethnographic process of meaning making, Vejoya Viren, Miryam Espinosa-Dulanto, Karin Lewis, and Eunice Lerma
Notetaking as validity evidence: A mixed-methods investigation of question preview in EAP listening assessment, Rebecca Yeager, GoMee Park, and Ray J. T. Liao
Latina Voice in Dialogue with Literacy, Xiaodi Zhou
Translanguaging in Mandarin Instruction, Xiaodi Zhou and Xiaochen Du
Submissions from 2023
Analyzing reading scores of elementary Latinx bilingual learners in a one-way dual language education program, Isela Almaguer and J. Joy Esquierdo
Unchoreographed Dance: Trust and Venture into Vulnerability—Building a Plural, Organic, and Recursive Collective, Miryam Espinosa-Dulanto, Eunice Lerma, Karin A. Lewis, and Vejoya Viren
Instructional Framework for Integrating Cross-Cultural Content Using Culturally Responsive and Linguistically Affirming Pedagogies, J. Joy Esquierdo and Maritza De La Trinidad
Opening Up Research on the Teaching of Reading by Looking beyond US Borders: What We Might Learn from Early Literacy Instruction in China, Danling Fu and Xiaodi Zhou
A Duoethnography: Preparing Preservice Teachers To Use Culturally and Linguistically Sustaining Pedagogies, Gina L. Garza-Reyna
Factors impacting reading motivation: Insights from the bioecological model of human development, Hitomi Kambara and Yu-Cheng Lin
Investigating American and Chinese college students’ reading motivation: a cross-cultural study, Hitomi Kambara, Yu-Cheng Lin, Huijing Wen, and Hung-Chu Lin
Ideologías y políticas de perpetua ilegitimidad: El caso de la enseñanza de lenguas en México, David Martinez-Prieto
Voces y relatos de la violencia en jóvenes universitarias: Coahuila–Texas, Iris Rubi Monroy Velasco, Miryam Espinosa-Dulanto, Karla Patricia Valdés-García, and Leilani Flores Valdés
Chapter 1 “A veces encuentro más palabras en español”: Taking a stance towards translanguaging as a socially just pedagogy for bilingual teacher preparation, Sandra I. Musanti
“Entender las diferencias entre ambos idiomas”. Inclusividad lingüística y conciencia metalingüística crítica en la preparación de maestras/os bilingües, Sandra I. Musanti
Unexamined Ideas and Beliefs Shaping Efficacy and Implementation of Dual-Language Programs for Better or for Worse, Jose Orozco and Michael Whitacre
A Planning Tool for Improving Interactive Read-Alouds: Why and How, Elena M. Venegas and Angelica Guanzon
Language and the mind: How language shapes our thinking, Xiaodi Zhou
Threshold for learning: The case for prioritizing the in-between spaces in education, Xiaodi Zhou
Identity Negotiations of a Mexican Transnational in the Rio Grande Valley: Crossing the Border Daily, Xiaodi Zhou and David Martinez-Prieto
Submissions from 2022
Testimonio at work: the power of Malintzin researchers, Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, and Karla O'Donald
Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace, Juan Du and Xiaodi Zhou
Straddling Differences: Celebrating Contradictions and Confusion at the Frontera, Miryam Espinosa-Dulanto, Karin A. Lewis, and Vejoya Viren
Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students, Hitomi Kambara, Yu-Cheng Lin, and Sachiko Adachi
Nations within nations: The heterogeneity of Mexican transnationals of indigenous descent from Anzalduan lenses, David Martinez-Prieto
8 National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges, David Martinez-Prieto and Kristen Lindahl
Positioning as a Mediator of Reader Self-Efficacy: A Case Study of Literature Circles, Elena M. Venegas
Critical Content Analysis of Language in Literacy: Identifying Discourse and Translanguaging in Esperanza Rising, Cynthia Villarreal Cantu
Composing Her Growing Identities as a Mexican American, Xiaodi Zhou
Translanguaging space in a bilingual program in New York City Chinatown middle school, Xiaodi Zhou and Danling Fu
Submissions from 2021
(Re) Actualizing Culturally Sustaining Read Aloud Practices: Enriching Latinx Bilingual Learners’ Literacy Development, Isela Almaguer
Myth Busting: Low-Income Latinx Immigrant Parental Involvement, Kathy Bussert-Webb and María E. Díaz
Acknowledging and Affirming University Students’ Linguistic and Cultural Capital in an Education Course, J. Joy Esquierdo
Differences in Reading Motivation Between American and Japanese Students, Hitomi Kambara and Yu-Cheng Lin
Flipping a Virtual EFL Public Speaking Class Integrated With MOOCs During the COVID-19 Pandemic, Zhuo Li and Xiaodi Zhou
The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers, David Martinez-Prieto
The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers, David Martinez-Prieto
La Enseñanza en el Aula Bilingüe: Content, Language, and Biliteracy, Sandra Mercuri, Sandra I. Musanti, and Alma D. Rodríguez
David E. DeMatthews and Elena Izquierdo (eds.): Dual Language Education: Teaching and Learning in Two Languages, Alcione N. Ostorga
Translingual Practices For The Development of Latinx Teacher Candidates: A Pedagogy For the Border, Alcione N. Ostorga
“I don’t like English because it is jard.” Exploring multimodal writing and translanguaging practices for biliteracy in a dual language classroom, Laura B. Ramos and Sandra I. Musanti
Desgarrandonos de Nuestra Lengua: Ripping Us from our Language, Lillian Ramos and Julia Ramirez
Translanguaging in higher education in the US: leveraging students’ bilingualism, Alma D. Rodríguez, Sandra I. Musanti, and Alyssa G. Cavazos
Melding critical literacy and Christianity: A three-layered response to the murder of George Floyd, Elena M. Venegas
Diversifying the ‘HSI bubble’: Black and Asian women faculty at Hispanic-Serving Institutions, Elena M. Venegas, Jacqueline B. Koonce, Lorenza Lancaster, Julissa Bazan, and Adriana Garza
Engaging in “dangerous discussions”: Fostering cultural competence through the analysis of depictions of college life in popular films., Elena M. Venegas, Lakia M. Scott, Karon N. LeCompte, Mia Moody-Ramirez, and Yongpen Zhu
On the Road to Translanguaging in a Dual Language Classroom: Teaching Math and Science in Mandarin and English, Xiaodi Zhou
Translanguaging for Equity, Xiaodi Zhou
Submissions from 2020
The poetics aesthetics of testimonios . Subverting “I” for social “I/We.” Una lengua que desquicia la academia, Miryam Espinosa-Dulanto and Freyca Calderon-Berumen
Reflections on Teacher Education Practices of First-Year Tenure-Track Professors at an HSI, María G. Leija, Gilberto P. Lara, Gerardo Aponte-Safe, and Hitomi Kambara
Cultivating an ethic of care at a Hispanic-Serving College of Education: Individual stories and a collective narrative, Karin A. Lewis, Miryam Espinosa-Dulanto, Jacqueline B. Koonce, and Vejoya Viren
Embracing a Translanguaging Stance and Redefining Teacher Preparation Practices in a Hispanic-Serving Institution, Sandra I. Musanti, Alyssa G. Cavazos, and Alma D. Rodríguez
Transformando A Sala De Aula Universitária: O Uso Do Photovoice Como Ferrmenta Metodológica [TRANFORMING THE UNIVERSITY CLASSROOM: THE USE OF PHOTOVOICE AS A METHODOLOGICAL TOOL], Sandra I. Musanti and Bettina Steren dos Santos
Preparing bilingual teachers on the U.S./Mexico border: including the voices of emergent bilinguals, Alcione N. Ostorga and Peter Farruggio
Bilingual Teacher Educators at an HSI: A Border Pedagogy for Latinx Teacher Development, Alcione N. Ostorga, Christian E. Zuniga, and Kip Austin Hinton
Separate is never equal: Utilizing question-answer relationships to foster elementary students’ reading comprehension, Elena M. Venegas
Language and Literacy Practices of Bilingual Education Preservice Teachers at a Hispanic-Serving College of Education, Elena M. Venegas, Veronica L. Estrada, Janine M. Schall, and Leticia De Leon
Cultural Narratives and Counterstories: Examining Representation in “Prietita y la Llorona”, Christian E. Zuniga
Submissions from 2019
Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy and Community Service Learning, Kathy Bussert-Webb and Karin A. Lewis
I Influence Too: The Role of Professors in Developing Bilingual Teachers' Spanish Proficiency, Zulmaris Diaz and Gina Lydia Garza-Reyna
Writing Instruction in China: Challenges and Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, and Buyi Wang
Using Inquiry in Teacher Professional Learning to Build Efficacy for Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, and Kathleen Gibson
Fostering identity negotiation in sixth-grade ELLS: Examining an instructional unit on identity in English Language Arts, Carolina G. Lopez and Sandra I. Musanti
Indexation and ideologies: Latinx and Nahuatl terms in our identity journey, David Martinez-Prieto
(De)legitimization: The Impact of Language Policy on Identity Development in an EFL Teacher, David Martinez-Prieto and Kristen Lindahl
“It’s Making Me a Better Teacher.” Transforming Latinx Teacher Candidates Clinical Field Experiences in a Hispanic Serving Institution, Sandra I. Musanti, Alma D. Rodríguez, and Patricia Alvarez McHatton
The Value of Spanglish in the Rio Grande Valley, Julia Ramirez and Lillian Ramos
Discourses of White Nationalism and Xenophobia in the United States and Their Effect on TESOL Professionals in Mexico, Peter Sayer, David Martinez-Prieto, and Brenda Carvajal de la Cruz
Bodies Are Not Commodities: Examining A21 Curriculum’s Impact on Students’ Knowledge, Attitudes, and Advocacy About Anti-Human Trafficking Rights and Issues, Lakia M. Scott, Christina Crenshaw, and Elena M. Venegas
White Pre-Service Teachers’ Perceptions and their Development of Culturally Relevant Literacy Practices, Lakia M. Scott and Elena M. Venegas
“We listened to each other:” Social-emotional growth in literature circles, Elena M. Venegas
Understanding Diverse Bilingual Learners: The Need for a Transdisciplinary Lens, Amy Weimer, Mario Gil, and J. Joy Esquierdo
Daoism and dialogism: A dialogue between China and the West, Xiaodi Zhou
Supporting "Pedagogical" Spanish Language Competencies: Bilingual Teacher Education "en la Frontera", Christian E. Zuniga
Submissions from 2018
Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice. Edited by Delgado Bernal D., Burciaga R., & Flores Carmona J., New York, NY: Routledge. 2015, 194 pp. $120.50., Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, James C. Jupp, Laura M. Jewett, and Karla O'Donald
Finding Home in Memory: Stories of Immigration, Diaspora and Dis/location, Miryam Espinosa-Dulanto
Un Día Cualquiera, Miryam Espinosa-Dulanto
Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students, Jacqueline B. Koonce
Interdisciplinary biliteracy: Leveraging biliteracy development for all bilingual learners, Sandra Mercuri and Sandra I. Musanti
“Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution, Sandra I. Musanti and Alyssa G. Cavazos
What is Teacher Agency?, Alcione N. Ostorga
Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles, Elena M. Venegas
Mixed Methods Papers in First-Person and Third-Person: Writing Voices in Dialogue, Xiaodi Zhou and Jori N. Hall
