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

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

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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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Latina Voice in Dialogue with Literacy, Xiaodi Zhou

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

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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

Submissions from 2016

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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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Second Reaction: Ability Over Stigma, Elena M. Venegas

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

Submissions from 2008

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Teachers of Latino students reflect on the implementation of a mathematical task, Leslie H. Kahn, Sandra I. Musanti, Laura Kondek McLeman, José María Menéndez-Gómez, and Barbara Trujillo

Submissions from 2007

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The use of web-based tools to teach action research: A developing instructional model for teacher researchers, Veronica L. Estrada and Alcione N. Ostorga

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Young Latino students' learning in problem-based reform Mathematics classrooms: Developing mathematical thinking and communication, Mary Marshall, Sandra I. Musanti, and Sylvia Celedón-Pattichis

Submissions from 2006

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Developing Teachers Who Are Reflective Practitioners: A Complex Process, Alcione N. Ostorga

Submissions from 2005

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Teaching-Learning Centers: Professional Development for Teachers of Linguistically and Culturally Diverse Students, Holbrook Mahn, Dee McMann, and Sandra I. Musanti