M.A., University of Michigan, major field of study in Spanish language and literature with further study in Humanities;
M.A., Ph.D., Stanford University, major field of study in Bilingual/Bicultural Education,
Dissertation (1983): Participatory Democracy and Bilingual Education: The Case of San Jose, California.
Torres-Guzmn, M.E. & Swinney, R (2009). Freedom at Work: Language, Professional, and Intellectual Development. Boulder, CO: Paradigm Press.
Torres-Guzman, M. E. & Gomez, J. (Eds.) (2009). Global Perspectives on Multilingualism: Unity in Linguistic Diversity. NY: Teachers College Press.
Barnard, R. & Torres-Guzman, M. E. (Eds.) (2008). Creating Communities of Learning in K-12 schools: International case studies and perspectives. Clevedon, England: Multilingual Matters
Skutnabb-Kangas, T., Garcia, O. & Torres-Guzman, M. (2006). Imagining Multilingual Schools: Langauge in Education and Glocalization. Philadelphia: Multilingual Matters.
Prez, B. and Torres-Guzmn, M. E. (Third edition, 2001, Second edition, 1995, First edition 1991). Learning in Two Worlds: An Integrated Spanish/English Biliteracy Approach. New York: Longman.
Editor journal volumes:
Brisk, M., Torres-Guzmn, M. E. & Minaya-Rowe, L. (Eds.) (2002). Special Issue on Successful Bilingual Programs. BRJ26:1.
Torres-Guzmn, M. E. & Carter, R. (2001). Special Issue on Multicultural Education (Volume II). Teachers College Record, 102(6): 949-952.
Torres-Guzmn, M. E. & Carter, R. (2000). Special Issue on Multicultural Education (Volume I). Teachers College Record, 102(5): 861-863.
Refereed Journals and Chapters:
Torres-Guzman, M. E. (under consideration) Is a Read Aloud just a Read Aloud? The Reading Teacher.
Prez, B. & Torres-Guzmn, M.E. (under consideration). Access to language and literacy in two-way bilingual classrooms.
Torres-Guzman, M. E., Lao, C. and Han, A. (in press) Hidden Jewels: San Francisco Chinese Immersion Programs. Asian and Pacific Islander American Education.
Torres-Guzman, M. E (2008). Teachers assuming ownership of teaching: The case of a dual language education program in the United States. In (German text)
Torres-Guzman, M. E. (2009). Negotiating appropriateness in the second language within a dual language education classroom setting. In Barnard, R. & Torres-Guzman, M. E. (Eds.) Creating Communities of Learning in K-12 schools: International case studies and perspectives. Clevedon, England: Multilingual Matters
Torres-Guzmn, M. E. & Howes E. (2008). Experimenting in teams and tongues: Team teaching a bilingual science education course. In Richardson Bruna, K & Gomez, K. (Eds.) Talking Science, Writing Science: The Work of Language in Multicultural Classrooms. Mahwah, N.J: Lawrence Erlbaum Publishers
Torres-Guzman, M. E., Hunt, V. Torres, I., Madrigal, R., Flecha, I. & Jaar, A. (2006) Teacher study groups: In search of teaching freedom within a collective. The New Teacher, 2:207-226.
Torres-Guzman, M. E., Morales, S., Han, A., & Klien, T. (2005). Self-designated dual-language orograms: Is there a gap between labeling and implementation? Bilingual Research Journal. 29, (2):453-474.
Torres-Guzman, M. E.(2005). La lecture suivie n'est-elle qui lecture suivie (Are Read Alouds Just Read Alouds?) Lettre de l'AIRDF (International Research Association in French Didactics), No. 25. 98-108.
Torres-Guzman, M. E. & Etxeberria, F. (2005) Modelo B/dual language programs in the Basque Country and the US. International Journal in Bilingualism and Bilingual Education, 8 (6), 506-528.
Hollins, E. & Torres-Guzman, M.E. (2005). Research on preparing teachers for diverse populations. Cochran-Smith, M. & K. Zeichner (Eds.). Studying Teacher Education : The Report of the AERA Panel on Research and Teacher Education. Mahwah, N.J.: Lawrence Erlbaum Associates.
Torres-Guzmn, M. E. (2003). Preparing teachers to recognize and confront symbolic violence in bilingual education. In Wallace, B. C. & Carter, R. T (Eds.). Understanding and Dealing with Violence: A Multicultural Approach (Pp. 201-225). Thousand Oaks, CA: SAGE Publications.
Torres-Guzmn, M. E. (2002). Dual language programs. Directions in Education and Language Series, Washington, D. C.: NCBE.
Torres-Guzman, M. E., Abbate. J., Brisk, M. & Minaya-Rowe, L. (2002). Defining and documenting success for bilingual learners: A collective case study. Bilingual Research Journal:26, 1.
Torres-Guzmn, M. & Y. Martinez. (2000). Puerto Rican/Latino student voices: Stand & Deliver. In Nieto, S. Puerto Rican Voices. Mahwah, N.J: Lawrence Erlbaum.
Torres-Guzmn, M. E. (1997, 2004). Language, culture and literacy in Puerto Rican Communities. In Perez, B. (Ed.). Literacy in Diverse Communities. Mahwah, N.J: Lawrence Erlbaum.
Torres-Guzmn, M. E. (1997). Mentoring Bilingual Teachers. Directions in Education and Language Series, Washington, D. C.: NCBE.
Torres-Guzmn, M. E. et al. (1996). Stories about Differences in a Collaborative with Middle School Students. Theory in Practice. 35: 196-204.
La Colectiva Intercambio. (1996). Ways of Looking, Teaching and Learning: A Tapestry of Latino Collaborative Projects. C. Walsh (Ed.). Educational Reform and Linguistic Minorities: Rethinking Policy, Pedagogy, and Community (pp. 95-122). Mahwah, N.J:Laurence Erlbaum
Torres-Guzmn, M. E. and Goodwin, A. L. (1995) Mentoring Bilingual Teachers. Focus. Washington, D. C.: NCBE.
Torres-Guzmn, M. E. and Goodwin, A. L. (1995). Urban Bilingual Teachers and Mentoring for the Future. Education and Urban Society. 28(1): 48-66.
Torres-Guzmn, M. E. (1995). Recasting frames: Latino parent involvement. In Baker, C. & Garca, O. (Eds.). Policy and Practice in Bilingual Education: Extending the Foundations (Reprint). Philadelphia: Multilingual Matters Ltd.
Torres-Guzmn, M. E. (1994). Language minorities: Moving from the periphery to the center? Educational Forum. 58: 409-420.
Torres-Guzmn, M. E. (1994). Surviving the Journey. In (Eds.) R. Padilla & Chvez, R. The Leaning Ivory Tower: Latino Professors in American Universities. Albany, NY: SUNY Press.
Torres-Guzmn, M.; Mercado, C., Quintero, A. H. & Rivera Viera, D. (1993). Teaching and Learning in Puerto Rican/Latino Collaboratives: Implications for Teacher Education. E. Hollins (Ed.). The Challenge of Cultural Diversity in Teacher Preparation and Assessment. Albany, NY:SUNY Press.
Torres-Guzmn, M. E. (1991). Stories of Hope in the Midst of Despair: Culturally Responsive Education for Latino Students in an Alternative High School in New York City. In Saravia Shore, M. & Alvizu, S. Cross cultural literacy: Ethnographies of communication in multiethnic classrooms. New York: Garland.
Torres-Guzmn, M.E. (1991) Voy a Leer Escribiendo in DeVillar, R.A. & C.J. Faltis (Eds.) Computers and cultural diversity: Restructuring for school success. Albany, NY: SUNY Press.
Torres-Guzmn, M.E. (1990). Voy a Leer Escribiendo in the context of bilingual/bicultural education. Computers in the Schools. 7:145-171.
Torres-Guzmn, M. E. (1990). Recasting frames: Latino parent involvement. In Faltis, C. & M. McGroarty (Eds.). In the interest of language: Contexts for learning and using languages (pp. 386-405). Berlin: Walter de Gruyter & Co.
Torres, M. E. (l989). Attitudes of bilingual education parents toward language learning and curriculum and instruction. NABE Journal. 12:171-185.
Torres, M. E. (l986). Special language issues. In Duffy, G. and L. Roehler (Eds.). Improving classroom reading instruction. New York: Random House.
Book Reviews & Forwards:
Torres-Guzman, M. E. (in press). Review of Color of Bureaucracy: The Politics of Equity in Multicultural School Communities.
Torres-Guzman, M. E. (2004). Forward. In Perez, B. Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education. Mahwah, NJ: Lawrence Erlbaum Associates.
Torres-Guzman, M. E. (2003) Review of La Clase Magica: Imagining Optimal Possibilities in a Bilingual Community of Learners. AEQ, 24, 3.
Torres-Guzmn, M. (1999). Review of Ethnic Diversity in Communities and Schools: Recognizing and Building on Strengths. AEQ, 31, 3.
Torres-Guzmn, M. E. (1998) Review of Where Something Catches by Victoria Muoz. International Journal of Qualitative Studies in Education
Torres-Guzmn, M. E. (1995). Review of Bilingual Education: Politics, Practice, Research, Ninety-second Yearbook of the Society for the Study of Education: Part II. By Arias, M.B. & Casanova, U. (Eds.). Teachers College Press. 96: 590-592
ITSF 4902: Research Independent Study:International Transcultural
Research Independent Study:International Transcultural
ITSL 5024: Bilingual/Multilingual education: International perspectives
A survey of bilingual/multilingual educational policies and practices in highly industrialized and developing nations. While such models and designs are analyzed from a comparative educational perspective, much attention is given to the ethnolinguistic, social, economic, and political nuances of each nation.
ITSF 5430: Internship
Permission required. Supervised experiences in diverse settings designed to develop skills in research, development, planning, and evaluation.
ITSL 5502: Rsch Paper in Biling/Bicult Ed
ITSF 6902: Studies in international and transcultural studies
ITSF 8900: Dissertation advisement in international and transcultural studies
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.