Strong, K., & Escamilla, K. (2023). More than Language Learning: A QuantCrit Analysis of the Relationship Between District Contexts and Long-Term English Learner Rates.听Journal of Education for Students Placed at Risk (JESPAR), 28(1), 47-68.
Hurie, A. & Palmer, D. (2022) : A Typology of Choice Schools鈥� Marketing Strategies on the Near South Side of Milwaukee. Education Policy Analysis Archives. 30, (28). 听
Linares, R. E. (2022). Maintaining Connections, Cultivating Community: The Role of Transnational Translingual Literacy Sponsorships in One Adolescent鈥檚 Literacy Practices.听Teachers College Record,听124(12), 162-191.
Sembiante, S. F., Restrepo-Widney, C., Bengochea, A., & Gort, M. (2023). Sustainable translanguaging pedagogy in support of the vulnerable language: honoring children鈥檚 ways of 鈥楽howing鈥檃nd 鈥楾elling鈥檌n an early childhood dual language bilingual education program.听International Journal of Bilingual Education and Bilingualism, 1-15.
Sembiante, S. F., Bengochea, A., & Gort, M. (2022). Morning circle as a community of practice: Co-teachers鈥� transmodality in a dual language bilingual education preschool classroom.听Journal of Early Childhood Literacy, 14687984221144232.
Hamman-Ortiz, L., Santiago Schwarz, V., Hamm-Rodr铆guez, M., & Gort, M. (2022 [online first]). Engaging teachers in genre-based pedagogy for writing arguments: A case study of shifts in practice and understanding.听TESOL Quarterly.听
Gort, M., & Hamm-Rodriguez, M.听(2022). Centering language and communicative purpose in writing Instruction for bi/multilingual learners.听The Reading Teacher, 75(6), 693-706.听
Malova, I., Avalos, M., & Gort, M. 听(2022). Teachers鈥� perceptions of integrated reading-writing instruction for emergent bilinguals.听Reading and Writing Quarterly.听
Snow Balderas, M. B., Hamm-Rodriguez, M., Santiago Schwarz, V., & Gort, M. (2022). Resisting high stakes educational reform through genre writing in a multilingual classroom.听Language Arts, 99(3), 179-191.
Bengochea, A., & Gort, M. (2022). Translanguaging for varying discourse functions in sociodramatic play: An exploratory multiple case study of young emergent bilinguals.听International Journal of Bilingual Education and Bilingualism, 25(5), 1697鈥�1712.听
M. & Palmer, D. (2022) Un d铆a de lo鈥� padre: A multigenerational pl谩tica with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education. Language and Education. 听
Harvey-Torres, R., Palmer, D. & *Degollado, E.D. (2022) Three worlds pitfall? A transfronteriza Latina bilingual teacher navigating home, school, and university divides. Teaching and Teacher Education. 116.
Diaz, E. S., & Schwarz, V. S. (2022). Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms. In听Bilingual Special Education for the 21st Century: A New Interface听(pp. 25-49). IGI Global.听听
Escamilla, K., Olsen, L., & Slavick, J. (2022). Toward Comprehensive Effective Literacy Policy and Instruction for English Learner/Emergent Bilingual Students.听
Escamilla, K., Shannon, S., & Garc铆a, J. (2022). Four decades after 颁补蝉迟补帽别诲补: a critical analysis of Bilingual/Dual Language Education in Colorado.听Language policy,听21(3), 357-379.听
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The听颁补蝉迟补帽别诲补听Standard was handed down in 1981. We use this Standard along with Latino Critical Race Theory (Solorzano & Yosso,听2001) and Ruiz鈥檚 Language Orientations (1984) to conduct a historical analysis of bilingual education in Colorado from 1976 to 2019 to examine the availability of bilingual/dual language education for Latinx students over four decades.
Gort, M., & Hamm鈥怰odr铆guez, M. (2022). Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners.听The Reading Teacher.听
Gumina, D. (2022). Bilingual teachers鈥� improvisations as agentive policy work in a constrained policy context.听Bilingual Research Journal, 1-17.听
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This study examines how three bilingual education teachers engaged with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contributed to advocacy on behalf of their bilingual learners. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in these contexts often contradictory assessment policies and language policies interact.听
Hamm-Rodr铆guez, M., & Ortiz, L. (2022). Layering Caribbean Texts and Modalities: Relational Pedagogies for Secondary Language Arts Classrooms.听archipelagos, (6).听
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What does it mean to 鈥渒now the world鈥� and to what extent is that possibility foreclosed in public schools in the United States? Despite claims that students must 鈥渞ead widely and deeply,鈥澨齭econdary language arts classrooms in the United States often reproduce larger geopolitical, linguistic, and racial projects of exclusion both through text selection and pedagogical practices.听
Hamman鈥怬rtiz, L., Santiago Schwarz, V., Hamm鈥怰odr铆guez, M., & Gort, M. (2022). Engaging Teachers in Genre鈥怋ased Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding.听TESOL Quarterly.听
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This article reports on findings from the first year of a professional learning partnership aimed at supporting elementary teachers in improving their writing instruction for emergent bilingual students. Specifically, we present a case study of one fourth grade teacher's writing instruction, exploring how an introduction to a functional approach to teaching argument writing contributed to shifts in practice and in her understanding of effective writing instruction for emergent bilingual students.听
Hopewell, S., Escamilla, K., Ru铆z-Mart铆nez, M., & Zamorano, K. (2022). Designing and facilitating language interpretation experiences with 2nd and 3rd grade bilingual learners: Learning from teachers鈥� experiences.听Bilingual Research Journal, 1-19.听
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The purposes of this exploratory case study were twofold: (1) to understand the strengths and challenges teachers experienced when designing and delivering language interpretation tasks for use with second- and third-grade bilingual students, and (2) to ascertain what teachers perceived to be the benefits and drawbacks of the instructional approach for their students.听
Linares, R. E. (2022). Factors Shaping Bilingual and ESL Teachers鈥� Perceptions of Successes and Barriers in Meeting Emergent Bilingual Students鈥� Needs.听Journal of Latinos and Education, 1-18.听
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This paper explores the experiences of practicing bilingual (English/Spanish, English/Portuguese, and English/Haitian Creole) and English as a Second Language teachers after completing a Bilingual Bicultural Education Certification program.听It highlights how teachers defined success when working with their emergent bilingual students and names the barriers that teachers identified as preventing them from success.听
Snow Balderas, M. B., Hamm-Rodr铆guez, M., Schwarz, V. S., & Gort, M. (2022). Resisting High-Stakes Educational Reform through Genre Writing in a Multilingual Classroom.听Language Arts,听99(3), 179-191.听
Snow Balderas, M.B., & Gumina, D. (In Press). Collective Reflection to Resist Demoralization: Exploring Bilingual Teachers' Narrative Learning Experiences.听Language Arts.
