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Carmen Martinez-Roldan

Professional Background

Educational Background

Ph.D.       Language, Reading, and Culture

                 College of Education, The University of Arizona,

                 Tucson, Arizona,

                 August 2000

                 Areas of concentration

                 Curriculum, Language, and Literacy

                 Children’s Literature

Dissertation title: The Power of Children’s Dialogue: The Discourse of Latino Students in Small Group Literature Discussions. Kathy G, Short, Ph.D. Adviser

 

M.A.         Education

                 University of Puerto Rico, Río Piedras, Puerto Rico, 1994

                 Areas of concentration

                 Curriculum and Teaching- Spanish

                 Administration and Supervision of Schools

Thesis: Funciones del maestro: Procesos de evaluación en la filosofía del lenguaje integral [Teacher’s Roles: Assessment within the Whole Language Philosophy]

 

B.A.         Secondary Education: magna cum laude

                 Major: Spanish

                 University of Puerto Rico, Río Piedras, Puerto Rico, 1979

Scholarly Interests

Teaching and learning in bilingual contexts; Young Latino students’ literacy/biliteracy development; Latino/a children’s literature; Computer-mediated activities and Biliteracy; Immigrant children’s education and literacy development; Sociocultural theories of learning; Discourse analysis; Qualitative research.

Selected Publications

Martínez-Roldán, C. M. (2013). The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones. Journal of Children’s Literature, 39(1), 5-14.

Martínez-Roldán, C. M., & Smagorinsky, P. (2011). Computer-mediated learning and young Latino/a students’ developing expertise. In P. R. Portes & S. Salas (Eds.),Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 162-179). New York: Peter Lang.

Martínez-Roldán, C. M., & Newcomer, S. (2011). “Reading between the pictures”: Immigrant students’ interpretations of The Arrival. Language Arts, 88(3), 188-197.

Martínez-Roldán, C. M. (2005). Examining bilingual children’s gender ideologies through critical discourse analysis. Critical Inquiry in Language Studies: An International Journal, 2(3), 157-178.

Martínez-Roldán, C. M. (2003). Building worlds and identities: A case study of the role of narratives in bilingual literature discussions. Research in the Teaching of English, 37(4), 491-526

publications

Martínez-Roldán, C. M. (2013). The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones. Journal of Children’s Literature, 39(1), 5-14.

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

Martínez- Roldán, C. (2012). Pláticas literarias con estudiantes bilingües: La metodología de estudio de caso. [A case study methodology to examine literature discussions with bilingual children.] In T. Colomer and Fittifaldi, M. (Eds.). La literatura que acoge: Inmigración y lectura de álbumes. [Literature that welcomes: Childhood, Immigration and Readership.] (pp. 213-238). Barcelona, España: Banco del Libro – Gretel.

Martínez-Roldán, C. M., & Newcomer, S. (2011). “Reading between the pictures”: Immigrant students’ interpretations of The Arrival. Language Arts, 88(3), 188-197. 

Martínez-Roldán, C. M., & Heineke, A. J. (2011). Latino/a literature mediating teacher learning.    Journal of Latinos in Education, 10(3), 245-260. DOI: http://dx.doi.org/10.1080/15348431.2011.581111 

Martínez- Roldán, C. M. (2011). Emergent bilingual learners engaging in critical discussions. In R. J. Meyer, & K. F. Whitmore (Eds.), Reclaiming reading: Teachers, students, and researchers regaining spaces for thinking and action (pp. 236-238). New York: Routledge.

Martínez-Roldán, C. M., & Smagorinsky, P. (2011). Computer-mediated learning and young Latino/a students’ developing expertise. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 162-179). New York: Peter Lang. 

Martínez-Roldán, C. M., & Malavé, G. (2011). Identity construction in the borderlands: The Acosta family. In V. Kinloch (Ed.), Urban literacies: Critical perspectives on language, learning, and community (pp. 53-71). New York: Teachers College Press. 

Medina, C., & Martínez-Roldán, C. M. (2011). Culturally relevant literature pedagogies:  Latino/a students reading in the borderlands. In J. Naidoo (Ed.) Celebrating cuentos: Promoting Latino children's literature and literacy in classrooms and libraries (pp. 259-272). New York: ABC-CLIO (Libraries Unlimited). 

Martínez-Roldán, C. M. (2011). Pláticas literarias con estudiantes bilingües. La metodología de estudio de casos. [A case study methodology to examine literature discussions with bilingual children.] Proceedings of the International Symposium. Fostering Literature: Childhood, Immigration and Readership. Barcelona, Spain. [Available in CD]

Fránquiz, M., Martínez-Roldán, C. I., & Mercado, C. (2010). Teaching Latina/o children’s literature in multicultural contexts: Theoretical and pedagogical possibilities. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), Handbook of research on children’s and young adult literature (pp. 108-120). New York & London: Taylor & Francis and Routledge. 

Martínez-Roldán, C. M., & Fránquiz, M. (2009). Latino/a youth literacy: Hidden funds of knowledge. In L. Christenbury, R. Bomer, and P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 323-342). New York: Guilford.

Martínez-Roldán, C., & Fain, J. G. (2007). Early literacy instruction for linguistically and culturally diverse students. In B. Guzetti (Ed.), Early literacy (pp. 155-172). Praeger Perspectives. 

Martínez-Roldán, C. M., & Sayer, P. (2006). Reading through linguistic borderlands: Latino students’ transactions with narrative texts. Journal of Early Childhood Literacy, 6(3), 297-326. DOI: http://dx.doi.org/10.1177/1468798406069799

Martínez-Roldán, C. M. (2005a). Examining bilingual children’s gender ideologies through critical discourse analysis. Critical Inquiry in Language Studies: An International Journal, 2(3), 157-178. 

Martínez-Roldán, C. M. (2005b). The inquiry acts of bilingual children in literature discussions. Language Arts, 83(1), 22-32.

Martínez-Roldán, C. (2005c). Bilingual children in literature discussions. In L. Díaz-Soto & B. Blue Swadener (Eds.), Power and voice in research with children (pp. 177-190). New York: Peter Lang. 

Martínez-Roldán, C. M. (2005d). The interplay between context and students’ self-regulation in bilingual literature discussions: A case study. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism, (pp. 1501-1521). Somerville, MA: Cascadilla Press. [Available in CD] Peer Reviewed.

Martínez-Roldán, C. M. & Malavé, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts. Journal of Early Childhood Literacy, 4(2), 155-180. 

Martínez-Roldán, C. M. (2003). Building worlds and identities: A case study of the role of narratives in bilingual literature discussions. Research in the Teaching of English, 37(4), 491-526.

Martínez-Roldán, C. (2000). Bilingual children’s responses to multicultural literature on discrimination. The Dragon Lode, 18 (2), 17-23. 

Martínez-Roldán, C. & López-Robertson, J. (1999). Initiating literature circles in a first-grade bilingual classroom. The Reading Teacher, 53 (4), 2-14.