Bilingual and Literacy Studies Faculty Publications and Presentations
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
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
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
Ideologías y políticas de perpetua ilegitimidad: El caso de la enseñanza de lenguas en México, David Martínez-Prieto
Black Lives Still Matter: Freedom Schools as an Embodiment of Critical Literacy Through Reflection and Action, Elena M. Venegas and Lakia M. Scott
Submissions from 2022
Testimonio at work: the power of Malintzin researchers, Freyca Calderon-Berumen, Miryam Espinosa-Dulanto, and Karla O'Donald
Self-construal predicts reading motivation: A comparison between Hispanic American and Japanese college students, Hitomi Kambara, Yu-Cheng Lin, and Sachiko Adachi
8 National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges, David Martínez-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
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
Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace, Juan Du and Xiaodi Zhou
Acknowledging and Affirming University Students’ Linguistic and Cultural Capital in an Education Course, J. Joy Esquierdo
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
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
Latina Voice in Dialogue with Literacy, Xiaodi Zhou
Translanguaging space in a bilingual program in New York City Chinatown middle school, Xiaodi Zhou and Danling Fu
Submissions from 2020
Transformando A Sala De Aula Universitária: O Uso Do Photovoice Como Ferrmenta Metodológica, 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
Composing Her Growing Identities as a Mexican American, Xiaodi Zhou
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
“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
The Value of Spanglish in the Rio Grande Valley, Julia Ramirez and Lillian Ramos
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
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
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
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
Submissions from 2017
Promising digital practices for nondominant learners, Kathy Bussert-Webb and Laurie A. Henry
Latino Youth’s Out-of-School Math and Science Experiences: Impact on Teacher Candidates, Maria E. Diaz and Kathy Bussert-Webb
Beginning from the Border, Kip Austin Hinton
Oooh, It’s Sooo Good!!!: Black Adolescent Females Experiencing the Delicacy of Reading, Jacqueline B. Koonce
Challenging Inquiry and Building Community: Analyzing ESL and Bilingual Teachers’ Narratives, Sandra I. Musanti
A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses, Sandra I. Musanti
Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing, Sandra I. Musanti and Alma D. Rodríguez
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
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
Linguistic hegemony today: recommendations for eradicating language discrimination, Lakia M. Scott and Elena M. Venegas
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
Exploring Parent-Teacher Partnerships as Border Pedagogy: Supporting Emergent Bilingual Student Learning, Sandra Mercuri
Moving beyond Apartheid Schooling and “Adequate Education”, Elena M. Venegas
Second Reaction: Consumed by Mystery in the Mammoth Cave (review), Elena M. Venegas
Submissions from 2015
Women of the Vaquero Tradition, Diana Dominguez
Promoting Exploratory Talk with Emergent Bilinguals, Yvonne S. Freeman and Alma D. Rodríguez
Youth Digital Cultural Consumption and Education, Monica Pini, Sandra I. Musanti, and Teresa Cerratto Pargma
Second Reaction: Ability Over Stigma, Elena M. Venegas
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
Attitudinal Perspectives: A Factor to Implementation of a Dual Language Program, Michael Whitacre
Submissions from 2014
Composing a new community infused with bilingual, biliterate, and bicultural realities, Amy A. Weimer, J. Joy Esquierdo, and Francisco Guajardo
Submissions from 2013
Cultivating Bilingual Learners’ Language Arts Knowledge: A Framework for Successful Teaching, Isela Almaguer and Joy Esquierdo
Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers’ Insights, Zulmaris Diaz, Michael Whitacre, Joy Esquierdo, and Jose A. Ruiz-Escalante
Promising Pedagogical Practices for Emergent Bilinguals in Kindergarten: Towards a Mathematics Discourse Community, Sandra I. Musanti and Sylvia Celedón-Pattichis
The use of a virtual guest speaker as a catalyst for deep learning, Alcione N. Ostorga and Peter Farruggio
Bilingual and ESL Pre-Service Teachers Learn about Effective Instruction for ELLs through Meaningful Collaboration, Alma D. Rodríguez
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
“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
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
Critical incidents and reflection: turning points that challenge the researcher and create opportunities for knowing, Don Halquist and Sandra I. Musanti
Collaboration and teacher development: Unpacking resistance, constructing knowledge, and navigating identities, Sandra I. Musanti and Lucretia Pence
Technology integration in teaching action research, Alcione N. Ostorga
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
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
Culturally Relevant Books: Connecting Hispanic Students to the Curriculum, Alma D. Rodríguez
Submissions from 2008
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
The use of web-based tools to teach action research: A developing instructional model for teacher researchers, Veronica L. Estrada and Alcione N. Ostorga
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
Developing Teachers Who Are Reflective Practitioners: A Complex Process, Alcione N. Ostorga
Submissions from 2005
Teaching-Learning Centers: Professional Development for Teachers of Linguistically and Culturally Diverse Students, Holbrook Mahn, Dee McMann, and Sandra I. Musanti