Bilingual and Literacy Studies Faculty Publications and Presentations
Explore our Open Access Publications to discover research freely available to the public.
You can also view All Research Publications by the department, including both open access and subscription-based work over the past 36 months.
Submissions from 2018
Mixed Methods Papers in First-Person and Third-Person: Writing Voices in Dialogue, Xiaodi Zhou and Jori N. Hall
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
Abrazando Nopales—Prickly Embrace: Undocumented Women’s Life Stories/Poetic Performance Narratives, Miryam Espinosa-Dulanto
Beginning from the Border, Kip Austin Hinton
Beyond US-Centered Multicultural Foundations on Race, James C. Jupp and Miryam Espinosa-Dulanto
Oooh, It’s Sooo Good!!!: Black Adolescent Females Experiencing the Delicacy of Reading, Jacqueline B. Koonce
The roles of digital literacies and critical literacy for black adolescent females, Jacqueline B. Koonce
Outsider Transplants at a Hispanic Serving Institution (HSI): Teacher Educators Enacting an Ethic of Care, Karin A. Lewis and 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
Developing Academic Literacy: What Novice Teachers Can Learn from the Case of Teaching Latino/Bilingual Learners Science and Mathematics, Sandra I. Musanti and Sandra Mercuri
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
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
Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education, Stephanie Jones, Jaye Johnson Thiel, Denise Dávila, Elizabeth Pittard, James F. Woglom, Xiaodi Zhou, Taryrn Brown, and Marianne Snow
Exploring Parent-Teacher Partnerships as Border Pedagogy: Supporting Emergent Bilingual Student Learning, Sandra Mercuri
“They Didn't Teach Us Well”: Mexican-Origin Students Speak Out About Their Readiness for College Literacy, Luz A. Murillo and Janine M. Schall
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
Moving beyond Apartheid Schooling and “Adequate Education”, Elena M. Venegas
Second Reaction: Consumed by Mystery in the Mammoth Cave (review), Elena M. Venegas
An Arab American Boy Fights for his Voice: Finding Identity within Literature, Xiaodi Zhou
Immigrant student identities: how Bakhtin and Hermans'' theories conceptualize their fluidity, Xiaodi Zhou
Submissions from 2015
Women of the Vaquero Tradition, Diana Dominguez
Promoting Exploratory Talk with Emergent Bilinguals, Yvonne S. Freeman and Alma D. Rodríguez
Native-English Speaking Instructors Teaching Writing in China, Qing Liu, Xiaodi Zhou, and Danling Fu
Youth Digital Cultural Consumption and Education, Monica Pini, Sandra I. Musanti, and Teresa Cerratto Pargma
The Quinceañera Event: Pre-service Teachers Implementing a Culturally Relevant Math Activity in a Hispanic Community, Olga M. Ramirez, Cherie McCollough, and Zulmaris Diaz
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
“Porque sé los dos idiomas.” Biliteracy Beliefs and Bilingual Preservice Teacher Identity, Sandra I. Musanti
Discovering Best Practices for Bilingual Teacher Preparation: A Pedagogy for the Border, Alcione N. Ostorga and Peter Farruggio
Preparing Latina/o Bilingual Teachers to Teach Content in Spanish to Emergent Bilingual Students on the US–Mexico Border, Alma D. Rodríguez and Sandra I. Musanti
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 J. Joy Esquierdo
El poder de la tutoría en pares bilingües durante la enseñanza de ciencia: Diseñando oportunidades para explicar, María G. Arreguín-Anderson, Zulmaris Diaz, and Jose A. Ruiz-Escalante
“Let’s suppose that. . . .”: Developing Base-10 Thinking, Sylvia Celedon-Pattichis and Sandra I. Musanti
Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers’ Insights, Zulmaris Diaz, Michael Whitacre, J. 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 J. Joy Esquierdo
Submissions from 2012
"Oh, Those Loud Black Girls!": A Phenomenological Study of Black Girls Talking with an Attitude, Jacqueline B. Koonce
“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
Consumos culturales digitales: jóvenes de 13 a 18 años, Monica Pini, Sandra I. Musanti, Guillermo Kaufman, and Mónica Amaré
Submissions from 2011
Situating Mathematics Professional Development: A Bilingual Teacher and Researchers’ Collaboration, Sandra I. Musanti, Mary E. Marshall, Karla Ceballos, and Sylvia Celedon-Pattichis
Submissions from 2010
Taking Another Look at Struggling Adolescent Readers, Melissa Brooks-Yip and Jacqueline B. Koonce
Bilingual teachers’ reflections on students’ native language and culture to teach mathematics, Sylvia Celedón-Pattichis, Sandra I. Musanti, and Mary E. Marshall
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
Literacidad crítica y literatura culturalmente relevante: una combinación que empodera a los aprendices de inglés [Critical Literacy and Culturally Relevant Literature: A Combination that Empowers English Learners], Alma D. Rodríguez and José Manuel Ocampo
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
Prospective Bilingual Teachers’ Perceptions of the Importance of their Heritage Language, Alma D. Rodríguez
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
Submissions from 2002
Chapter Eight: Are Schools Prepared to Support Excellence For Nonmainstream Children? Latino/A Voices as a Response, Miryam Espinosa-Dulanto
Submissions from 2000
The Theoretical Foundations of Professional Development in Special Education Is Sociocultural Theory Enough?, J.S. De Valenzuela, M. Cathrene Connery, and Sandra I. Musanti
Submissions from 200
Enlazando/rompiendo fronteras in curriculum theory: Testimonio research’s aesthetic dimensions, Freyca Calderon-Berumen and Miryam Espinosa-Dulanto
