Bilingual and Literacy Studies Faculty Publications and Presentations

Bilingual and Literacy Studies Faculty Publications and Presentations

 

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Submissions from 2023

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Analyzing reading scores of elementary Latinx bilingual learners in a one-way dual language education program, Isela Almaguer and J. Joy Esquierdo

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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

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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

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Instructional Framework for Integrating Cross-Cultural Content Using Culturally Responsive and Linguistically Affirming Pedagogies, J. Joy Esquierdo and Maritza De La Trinidad

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Investigating American and Chinese college students’ reading motivation: a cross-cultural study, Hitomi Kambara, Yu-Cheng Lin, Huijing Wen, and Hung-Chu Lin

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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

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Ideologías y políticas de perpetua ilegitimidad: El caso de la enseñanza de lenguas en México, David Martínez-Prieto

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A Planning Tool for Improving Interactive Read-Alouds: Why and How, Elena M. Venegas and Angelica Guanzon

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Black Lives Still Matter: Freedom Schools as an Embodiment of Critical Literacy Through Reflection and Action, Elena M. Venegas and Lakia M. Scott

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Language and the mind: How language shapes our thinking, Xiaodi Zhou

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Threshold for learning: The case for prioritizing the in-between spaces in education, Xiaodi Zhou

Submissions from 2022

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Fostering Successful Communities of Collaboration Through Educational Partnerships: Strengthening Bilingual Learners' Language and Literacy Achievement Along the Texas-Mexican Border, Isela Almaguer

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Testimonio at work: the power of Malintzin researchers, Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, and Karla O'Donald

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Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students, Hitomi Kambara, Yu-Cheng Lin, and Sachiko Adachi

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8 National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges, David Martínez-Prieto and Kristen Lindahl

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Positioning as a Mediator of Reader Self-Efficacy: A Case Study of Literature Circles, Elena M. Venegas

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Critical Content Analysis of Language in Literacy: Identifying Discourse and Translanguaging in Esperanza Rising, Cynthia Villarreal Cantu

Submissions from 2021

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(Re) Actualizing Culturally Sustaining Read Aloud Practices: Enriching Latinx Bilingual Learners’ Literacy Development, Isela Almaguer

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Myth Busting: Low-Income Latinx Immigrant Parental Involvement, Kathy Bussert-Webb and María E. Díaz

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Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace, Juan Du and Xiaodi Zhou

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Acknowledging and Affirming University Students’ Linguistic and Cultural Capital in an Education Course, J. Joy Esquierdo

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Flipping a Virtual EFL Public Speaking Class Integrated With MOOCs During the COVID-19 Pandemic, Zhuo Li and Xiaodi Zhou

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The Effect of U.S. Curricular Ideologies on Mexican Transnational Pre-service English Language Teachers, David Martinez-Prieto

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David E. DeMatthews and Elena Izquierdo (eds.): Dual Language Education: Teaching and Learning in Two Languages, Alcione N. Ostorga

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Translingual Practices For The Development of Latinx Teacher Candidates: A Pedagogy For the Border, Alcione N. Ostorga

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“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

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Desgarrandonos de Nuestra Lengua: Ripping Us from our Language, Lillian Ramos and Julia Ramirez

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Translanguaging in higher education in the US: leveraging students’ bilingualism, Alma D. Rodríguez, Sandra I. Musanti, and Alyssa G. Cavazos

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Melding critical literacy and Christianity: A three-layered response to the murder of George Floyd, Elena M. Venegas

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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

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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

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Latina Voice in Dialogue with Literacy, Xiaodi Zhou

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Translanguaging space in a bilingual program in New York City Chinatown middle school, Xiaodi Zhou and Danling Fu

Submissions from 2020

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Transformando A Sala De Aula Universitária: O Uso Do Photovoice Como Ferrmenta Metodológica, Sandra I. Musanti and Bettina Steren dos Santos

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Preparing bilingual teachers on the U.S./Mexico border: including the voices of emergent bilinguals, Alcione N. Ostorga and Peter Farruggio

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Bilingual Teacher Educators at an HSI: A Border Pedagogy for Latinx Teacher Development, Alcione N. Ostorga, Christian E. Zuniga, and Kip Austin Hinton

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Separate is never equal: Utilizing question-answer relationships to foster elementary students’ reading comprehension, Elena M. Venegas

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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

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Composing Her Growing Identities as a Mexican American, Xiaodi Zhou

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Cultural Narratives and Counterstories: Examining Representation in “Prietita y la Llorona”, Christian E. Zuniga

Submissions from 2019

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Magnifying English Language Learners' Success Through Culturally Relevant Teaching and Learning Frameworks: Acknowledging the Multidimensional Implications on Language, Literacy, and Learning, Isela Almaguer

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Lessons Learned: Teaching Latinx Teacher Candidates Through Digital Literacy and Community Service Learning, Kathy Bussert-Webb and Karin A. Lewis

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I Influence Too: The Role of Professors in Developing Bilingual Teachers' Spanish Proficiency, Zulmaris Diaz and Gina Lydia Garza-Reyna

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Writing Instruction in China: Challenges and Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, and Buyi Wang

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Using Inquiry in Teacher Professional Learning to Build Efficacy for Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, and Kathleen Gibson

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Fostering identity negotiation in sixth-grade ELLS: Examining an instructional unit on identity in English Language Arts, Carolina G. Lopez and Sandra I. Musanti

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“It’s Making Me a Better Teacher.” Transforming Latinx Teacher Candidates Clinical Field Experiences in a Hispanic Serving Institution, Sandra I. Musanti, Alma D. Rodriguez, and Patricia Alvarez McHatton

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The Value of Spanglish in the Rio Grande Valley, Julia Ramirez and Lillian Ramos

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White Pre-Service Teachers’ Perceptions and their Development of Culturally Relevant Literacy Practices, Lakia M. Scott and Elena M. Venegas

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“We listened to each other:” Social-emotional growth in literature circles, Elena M. Venegas

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Understanding Diverse Bilingual Learners: The Need for a Transdisciplinary Lens, Amy Weimer, Mario Gil, and J. Joy Esquierdo

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Daoism and dialogism: A dialogue between China and the West, Xiaodi Zhou

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Supporting "Pedagogical" Spanish Language Competencies: Bilingual Teacher Education "en la Frontera", Christian E. Zuniga

Submissions from 2018

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Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students, Jacqueline B. Koonce

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Interdisciplinary biliteracy: Leveraging biliteracy development for all bilingual learners, Sandra Mercuri and Sandra I. Musanti

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“Siento que siempre tengo que regresar al inglés”: Embracing a translanguaging stance in a Hispanic-serving institution, Sandra I. Musanti and Alyssa G. Cavazos

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What is Teacher Agency?, Alcione N. Ostorga

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Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles, Elena M. Venegas

Submissions from 2017

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Promising digital practices for nondominant learners, Kathy Bussert-Webb and Laurie A. Henry

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Latino Youth’s Out-of-School Math and Science Experiences: Impact on Teacher Candidates, Maria E. Diaz and Kathy Bussert-Webb

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Beginning from the Border, Kip Austin Hinton

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Oooh, It’s Sooo Good!!!: Black Adolescent Females Experiencing the Delicacy of Reading, Jacqueline B. Koonce

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The roles of digital literacies and critical literacy for black adolescent females, Jacqueline B. Koonce

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Outsider Transplants at a Hispanic Serving Institution (HSI): Teacher Educators Enacting an Ethic of Care, Karin A. Lewis and Jacqueline B. Koonce

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Challenging Inquiry and Building Community: Analyzing ESL and Bilingual Teachers’ Narratives, Sandra I. Musanti

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A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses, Sandra I. Musanti

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Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing, Sandra I. Musanti and Alma D. Rodríguez

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Pre-Service Bilingual Teachers and their Spanish Academic Language Proficiency as Measured by the BTLPT: Perceptions and Performance, Alma D. Rodríguez and Sandra I. Musanti

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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

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Linguistic hegemony today: recommendations for eradicating language discrimination, Lakia M. Scott and Elena M. Venegas

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Critical Mirrors: Diverse College Students' Perspectives on Stereotypes Depicted in Popular Films About College Life, Elena M. Venegas, Lakia M. Scott, Karon N. LeCompte, Toby Zhu, and Mia Moody-Ramirez

Submissions from 2016

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Exploring Parent-Teacher Partnerships as Border Pedagogy: Supporting Emergent Bilingual Student Learning, Sandra Mercuri

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“They Didn't Teach Us Well”: Mexican-Origin Students Speak Out About Their Readiness for College Literacy, Luz A. Murillo and Janine M. Schall

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Creating a Model of Acceptance: Preservice Teachers Interact With Non-English-Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events, Olga Ramirez, Cherie McCollough, and Zulmaris Diaz

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Moving beyond Apartheid Schooling and “Adequate Education”, Elena M. Venegas

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Second Reaction: Consumed by Mystery in the Mammoth Cave (review), Elena M. Venegas

Submissions from 2015

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Women of the Vaquero Tradition, Diana Dominguez

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Promoting Exploratory Talk with Emergent Bilinguals, Yvonne S. Freeman and Alma D. Rodríguez

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Youth Digital Cultural Consumption and Education, Monica Pini, Sandra I. Musanti, and Teresa Cerratto Pargma

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The Quinceañera Event: Pre-service Teachers Implementing a Culturally Relevant Math Activity in a Hispanic Community, Olga M. Ramirez, Cherie McCollough, and Zulmaris Diaz

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Second Reaction: Ability Over Stigma, Elena M. Venegas

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Desiring Dual Language Bilingual Education: One Community’s Perspectives on Past and Future Directions for Bilingual Learners, Amy A. Weimer, Daniela Kuri, J. Joy Esquierdo, Francisco Guajardo, and Luis A. Correa

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Attitudinal Perspectives: A Factor to Implementation of a Dual Language Program, Michael Whitacre

Submissions from 2014

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Composing a new community infused with bilingual, biliterate, and bicultural realities, Amy A. Weimer, J. Joy Esquierdo, and Francisco Guajardo

Submissions from 2013

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Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching, Isela Almaguer and Joy Esquierdo

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Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers’ Insights, Zulmaris Diaz, Michael Whitacre, Joy Esquierdo, and Jose A. Ruiz-Escalante

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Promising Pedagogical Practices for Emergent Bilinguals in Kindergarten: Towards a Mathematics Discourse Community, Sandra I. Musanti and Sylvia Celedón-Pattichis

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The use of a virtual guest speaker as a catalyst for deep learning, Alcione N. Ostorga and Peter Farruggio

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Bilingual and ESL Pre-Service Teachers Learn about Effective Instruction for ELLs through Meaningful Collaboration, Alma D. Rodríguez

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Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms, Michael Whitacre, Zulmaris Diaz, and Joy Esquierdo

Submissions from 2012

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"Oh, Those Loud Black Girls!": A Phenomenological Study of Black Girls Talking with an Attitude, Jacqueline B. Koonce

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“They need to know they can do math”: Reaching for Equity through the Native Language in Mathematics Instruction with Spanish-speaking Students, Sandra I. Musanti and Sylvia Celedón-Pattichis

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Reflexiones sobre Lenguaje, Cultura y Equidad en la Enseñanza de Matemáticas en una Escuela Primaria Bilingüe de Estados Unidos, Sandra I. Musanti, Sylvia Celedón-Pattichis, and Mary E. Marshall

Submissions from 2010

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Taking Another Look at Struggling Adolescent Readers, Melissa Brooks-Yip and Jacqueline B. Koonce

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Critical incidents and reflection: turning points that challenge the researcher and create opportunities for knowing, Don Halquist and Sandra I. Musanti

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Collaboration and teacher development: Unpacking resistance, constructing knowledge, and navigating identities, Sandra I. Musanti and Lucretia Pence

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Technology integration in teaching action research, Alcione N. Ostorga

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Teacher Education and Professional Development in the Context of Argentinean Educational Policies: Current Trends and Challenges, Monica Pini, Sandra I. Musanti, Jorge Gorostiaga, Myriam Feldfeber, and Dalila Andrade Oliveira

Submissions from 2009

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Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher, Sandra I. Musanti, Sylvia Celedón-Pattichis, and Mary E. Marshall

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Culturally Relevant Books: Connecting Hispanic Students to the Curriculum, Alma D. Rodríguez