Academics

Section Navigation

Patricia Martinez Alvarez

Professional Background

Educational Background

Ph.D.                   2008 George Mason University, Fairfax, VA.

                            Instructional Technology & Multilingual/Multicultural Special Education

M.A.                    2001 George Washington University, Washington, DC.

                           Curriculum and Teaching & Bilingual Special Education

B.A.                     1996 Alcala de Henares University, Madrid, Spain.

                            Special Education & Speech and Language 

Scholarly Interests

Bilingual Education
Bilingual Special Education 
Culture and Language 
Teaching Language through Content
Funds of Knowledge of Bilinguals in Earth Science

Selected Publications


Refereed Publications

Martínez-Álvarez, P. (Accepted). Special ways of knowing in science: Expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education.

Martínez-Álvarez, P., & Hubard, O. (2015). In Science and Art: Bilingual Primary Children Creating Imaginary Clay Landscapes to Model Slow Changes to the Surface of the Earth. Science and Children.

Martínez-Álvarez, P., Ghiso, M.P., & Campano, G. (2014). Engaging double binds for critical inquiry with first-grade Latina/o emergent bilinguals. Sustainable Multilingualism, 5, 62-98.

Martínez-Álvarez, P. (2014). Reconceptualizing what counts as language and learning in bilingual children with disabilities. The NYS TESOL Journal, 1(2), 39-58.

Martínez-Álvarez, P., Bannan, B. (2014). An exploration of hybrid spaces for place-based geomorphology with Latino bilingual children. Journal of Geoscience Education, 62, 104-117.

Martínez-Álvarez, P., & Bannan, B. (2013). Blending practices: DBR and CALL to enrich emergent bilingual learners’ concept and language development. Computer Assisted Language Instruction Consortium (CALICO) Journal, 11, 127-156.

Martínez-Álvarez, P., Torres-Guzmán, M. E., & Martínez-Roldán, C. (2013). The relevance of the 21st century expansive metaphor in teacher education. Revista Magisterio, 2(1), 11-24.

Martínez-Álvarez, P., Ghiso, M.P., & Martínez, I. (2013). Creative literacies and learning with Latino emergent bilinguals. LEARNing Landscapes Journal, 11, 273-298.

Martínez-Álvarez, P, Bannan, B., Peters-Burton, E. E. (2012). Effect of strategy instruction on fourth-grade dual language learners’ ability to monitor their comprehension of scientific texts. Bilingual Research Journal, 35, 331-349.

Martínez, P., Bannan, B., & Kitsantas, A. (2012). Bilingual students’ ideas and conceptual change about slow geomorphological changes caused by water. Journal of Geoscience Education, 60(1), 54-67.

Martinez, P., Peters, E. E., Bannan, B., & Baek, J. (2011). Learning to observe in a geomorphological context. Science Activities 48(1), 13-22.

Bannan, B., Peters, E., & Martinez, P. (2010).  Mobile, inquiry-based learning and geological observation: An exploratory study. International Journal of Mobile and Blended Learning, 2(3), 13-29.


Refereed Chapter Publications

Martínez-Álvarez, P., & Ghiso, M. P. (2014). Multilingual, multimodal compositions in technology-mediated hybrid spaces. In R. S. Anderson & C. Mims, (Eds.). Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience. IGI Global.

Torres-Guzmán, M. E., & Martínez-Álvarez, P. (2014). NNS imagining a future self as teachers in bilingual education. In J. dD. Martínez Agudo, (Ed.). English as a Foreign Language: Teacher Education. The Netherlands: Editions Rodopi.

Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. P. (2013). Writing from and with community knowledge: First-grade emergent bilinguals’ engagements with technology-integrated curricula. In K. E. Pytash & R. E. Ferdig, (Eds.). Exploring Technology in Writing and Writing Instruction (pp. 169-185). IGI Global.

Martínez-Álvarez, P., & Torres-Guzmán, M. E. (2012). Bilingual teacher education students’ struggle with interculturality. In J. dD. Martínez Agudo, (Ed.). Teaching and Learning English through Bilingual Education (pp. 213). United Kingdom: Cambridge Scholars Publishing.

Other Publications and Curriculum Development

Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (monolingual English version). Washington, DC: Center for Applied Linguistics.

 

Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (cross-linguistic version). Washington, DC: Center for Applied Linguistics.

 

Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (bilingual version). Washington, DC: Center for Applied Linguistics.

Martínez, P. (2010). Real Story: Should interventions be provided in immersion students’ first language, second language, or in both? In T. W. Fortune & M. R. Menke, Struggling learners & language immersion education (pp.77-79). Minneapolis, MN: CARLA Publication Series.


curriculum vitae

publications

Scholarly Productivity

Refereed Publications

Martínez-Álvarez, P. (Accepted). Special ways of knowing in science: Expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education.

Martínez-Álvarez, P., & Hubard, O. (2015). In Science and Art: Bilingual Primary Children Creating Imaginary Clay Landscapes to Model Slow Changes to the Surface of the Earth. Science and Children. link  

Martínez-Álvarez, P., Ghiso, M.P., & Campano, G. (2014). Engaging double binds for critical inquiry with first-grade Latina/o emergent bilinguals. Sustainable Multilingualism, 5, 62-98. Download PDF

Martínez-Álvarez, P. (2014). Reconceptualizing what counts as language and learning in bilingual children with disabilities. The NYS TESOL Journal, 1(2), 39-58. Download PDF

Martínez-Álvarez, P., Bannan, B. (2014). An exploration of hybrid spaces for place-based geomorphology with Latino bilingual children. Journal of Geoscience Education, 62, 104-117. Download PDF  

Martínez-Álvarez, P., & Bannan, B. (2013). Blending practices: DBR and CALL to enrich emergent bilingual learners’ concept and language development. Computer Assisted Language Instruction Consortium (CALICO) Journal, 11, 127-156. link    

Martínez-Álvarez, P., Torres-Guzmán, M. E., & Martínez-Roldán, C. (2013). The relevance of the 21st century expansive metaphor in teacher education. Revista Magisterio, 2(1), 11-24.

Martínez-Álvarez, P., Ghiso, M.P., & Martínez, I. (2013). Creative literacies and learning with Latino emergent bilinguals. LEARNing Landscapes Journal, 11, 273-298. Download PDF   

Martínez-Álvarez, P, Bannan, B., Peters-Burton, E. E. (2012). Effect of strategy instruction on fourth-grade dual language learners’ ability to monitor their comprehension of scientific texts. Bilingual Research Journal, 35, 331-349. link     

Martínez, P., Bannan, B., & Kitsantas, A. (2012). Bilingual students’ ideas and conceptual change about slow geomorphological changes caused by water. Journal of Geoscience Education, 60(1), 54-67. Download PDF   

Martinez, P., Peters, E. E., Bannan, B., & Baek, J. (2011). Learning to observe in a geomorphological context. Science Activities 48(1), 13-22. link  

Bannan, B., Peters, E., & Martinez, P. (2010).  Mobile, inquiry-based learning and geological observation: An exploratory study. International Journal of Mobile and Blended Learning, 2(3), 13-29. link  

Scholarly Productivity

Refereed Chapter Publications

Martínez-Álvarez, P., & Ghiso, M. P. (2014). Multilingual, multimodal compositions in technology-mediated hybrid spaces. In R. S. Anderson & C. Mims, (Eds.). Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience. IGI Global.

Torres-Guzmán, M. E., & Martínez-Álvarez, P. (2014). NNS imagining a future self as teachers in bilingual education. In J. dD. Martínez Agudo, (Ed.). English as a Foreign Language: Teacher Education. The Netherlands: Editions Rodopi.

Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. P. (2013). Writing from and with community knowledge: First-grade emergent bilinguals’ engagements with technology-integrated curricula. In K. E. Pytash & R. E. Ferdig, (Eds.). Exploring Technology in Writing and Writing Instruction (pp. 169-185). IGI Global.

Martínez-Álvarez, P., & Torres-Guzmán, M. E. (2012). Bilingual teacher education students’ struggle with interculturality. In J. dD. Martínez Agudo, (Ed.). Teaching and Learning English through Bilingual Education (pp. 213). United Kingdom: Cambridge Scholars Publishing.

Other Publications and Curriculum Development

 

Martínez-Álvarez, P. (Under Review). Book Review: English language learners: Differentiating between language acquisition and learning disabilities, by Janette Klingner and Amy Eppolito. Journal of Multilingual Education Research.

 

Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (monolingual English version). Washington, DC: Center for Applied Linguistics.

 

Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (cross-linguistic version). Washington, DC: Center for Applied Linguistics.

 

Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (bilingual version). Washington, DC: Center for Applied Linguistics.

Martínez, P. (2010). Real Story: Should interventions be provided in immersion students’ first language, second language, or in both? In T. W. Fortune & M. R. Menke, Struggling learners & language immersion education (pp.77-79). Minneapolis, MN: CARLA Publication Series.

Martínez, P. (2004). Dificultades de aprendizaje y niveles avanzados de pensamiento en la clase de immersión. Enlaces (Arlington, VA), I.

Martínez, P. & Perdomo, M. (2002). How do we help special education students acquire grade appropriate Math skills? Working Papers: Reports of Teacher Research and Professional Development Plans from Arlington County Public Schools (III).

Martínez, P. & Perdomo, M. (2001). What are the strategies that help special education students solve math problems that require the use of higher order thinking? Working Papers: Reports of Teacher Research and Professional Development Plans from Arlington County Public Schools (II).

Martínez, P. & Perdomo, M. (2000). Targeting diverse learning styles to improve higher order thinking skills. Newscheck Arlington Public Schools, 2(4).



personal news


Bilingual Students with Learning Disabilities: Expansive Learning Opportunities in Science

http://artsandhumanities.pressible.org/bluejay324/bilingual-students-with-learning-disabilities-expansive-learning-opportunities-in-science

The Case for Expansive Learning with Bilingual Education

http://artsandhumanities.pressible.org/ahofc/bbe-tesolal-symposium-foreign-language-learning-from-different-perspectives

BBE & TESOL/AL Symposium: Foreign Language Learning from Different Perspectives

http://artsandhumanities.pressible.org/ahofc/bbe-tesolal-symposium-foreign-language-learning-from-different-perspectives

MA Students in Bilingual/Bicultural Education Program Participate in IP Presentation

http://artsandhumanities.pressible.org/jamiek/ma-students-in-bilingualbicultural-education-program-participate-in-ip-presentation

Pedagogy of Social Imagination in Language Learning/Teaching


http://artsandhumanities.pressible.org/ahofc/event-pedagogy-of-social-imagination-in-language-learningteaching

A&HB 4020: Foundations of Bilingual Special Education

This course examines the interaction between disability and bilingualism through the lifespan and across home, school, work, and other life contexts. It draws on theories and practices from linguistics, bilingual education, the literatures of disability rights, and the teaching of students with disabilities.

A&HB 4021: Foundations of Bilingual/Bicultural Education

Review of the linguistic, socio-cultural, philosophical, political, and historical foundations that have shaped bilingual education policies, program models, and teaching and assessment practices. Analysis of how diverse bilingual education program models throughout the world respond to different linguistic, social, and educational goals.

A&HB 4075: Cross-Cultural Communication and Classroom Ecology

Examination of the influence of culture in the design and implementation of school instruction. Identification of salient theoretical issues related to culture and social organization as they relate to the education of ethnolinguistic and minoritized children. Exploration of the learning/teaching processes within the context of multicultural and bilingual classroom settings from a cultural perspective. Reflection upon the role of the teacher in creating cultural learning environments. Survey of research approaches which serve as tools to examine classroom interaction.

A&HB 4199: Current topics in Bilingualism and Bilingual/Bicultural Education

The syllabus will be handed out in class.

Documents & Papers

Download: Vita [Word]

Download: VITA [Word]