Martinez Alvarez, Patricia (pm2593)

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Martinez Alvarez, Patricia
Assistant Professor of Bilingual Education
Arts & Humanities
212-678-3758

Office:
351 Macy Macy

Office Hours:
Office hours are subject to change, place contact the program's office for appointment scheduling.

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 in Bilingual Special Education

B.A. 1996 Alcalá de Henares University, Madrid, Spain.
Special Education in 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

Martínez-Álvarez, P., Pantin, L. E., & Kajamaa, A. (Expected Spring 2018). Creating shared access: Bilingual teachers and children using technology to multimodally negotiate understandings in science and language. Multiple Voices for Ethnically Diverse Exceptional Learners.

Martínez-Álvarez, P., Cuevas, I., & Torres-Guzmán, M.E. (2017). Preparing bilingual teachers: Mediating belonging with multimodal explorations in language, identity, and culture. Journal of Teacher Education, 68(2), 155-178.

Martínez-Álvarez, P. (2017). Multigenerational learning for expanding the educational involvement of bilinguals experiencing academic difficulties. Curriculum Inquiry, 47(3), 263-289. Available at http://www.tandfonline.com/eprint/wbziea4AXEp8YfqUCQ5a/full 

Martínez-Álvarez, P. (2017). Language multiplicity and dynamism: Emergent bilinguals taking ownership of language use in a hybrid curricular space. International Multilingual Research Journal, 11(4), 255-276. Available at http://www.tandfonline.com/eprint/qvI2h9mSksKurTBnv5Yc/full 

Martínez-Álvarez, P. (2017, Published Online 2016). Special ways of knowing in science: Expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education, 12(3), 521-553. Available at http://link.springer.com/article/10.1007/s11422-016-9732-x

Martínez-Álvarez, P., & Ghiso, M. P. (2017, Published Online 2015). On languaging and communities: Latino/a emergent bilinguals’ expansive learning and critical inquiries into global childhoods. International Journal of Bilingual Education and Bilingualism, 20(6), 667-687. Available at http://www.tandfonline.com/doi/full/10.1080/13670050.2015.1068270

Martínez-Álvarez, P., & Hubard, O. (2015). Modeling change with clay: Bilingual primary students create imaginary landscapes to model slow changes to Earth’s surface. Science and Children, 52(5),57-63.

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(2), 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: The Journal of the National Association for Bilingual Education, 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 Chapters

Baron, C., Dobbs, C., & Martínez-Álvarez, P. (2017). Using historical building analysis to support English language learners’ bi-cultural and historical thinking skills development. In L. C. d. Oliveira & K. Obenchain (Eds.), Teaching Social Studies to English Language Learners: Preparing Pre-Service and In-Service Teachers (pp. 67-92). Switzerland: Palgrave Macmilla (Springer International Publishing).

Martínez-Álvarez, P., & Ghiso, M. P. (2014). Multilingual, multimodal compositions in technology-mediated hybrid spaces. In R. S. Anderson & C. Mims, (Eds.). Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience (pp. 193-218). Hershey, PA: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 (pp. 169-185). 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). Hershey, PA: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. 213-242). United Kingdom: Cambridge Scholars Publishing.

 

Recipient of the Early Career Reviewer Award from the Bilingual Research Journal: The Journal of the National Association for Bilingual Education (2017).

Awarded a Course Development Grant for Inclusion of Latin American Content and Indigenous Languages in the Curriculum at Teachers College (2017). Teachers College, Columbia University.

Award the Dean’s Fellowship Program for Teaching and Diversity Award Recipient (2017). Teachers College, Columbia University.

Recipient of the Early Career AERA Bilingual Education Research SIG Award (2013).

Recipient of the National Association for Research in Science Teaching (NARST) Equity Scholars Award (2008). Equity and Ethics Committee of NARST Scholars Program.

Dissertation Completion Fellowship (2006), Impact of an integrated science & reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, & strategy transferability, George Mason University.

Scholarship Recipient (2004), Comprehension strategy support in inquiry-based science, Bannan-Ritland, B., National Science Foundation CAREER Grant (five years), Awarded Full-time Doctoral Tuition Support.   

Practitioner Researcher Fellowship (2000), Howard, E., Two-Way Immersion Teacher Research Collaborative Grant. Practitioner Researcher and Presenter.

Fellowship Recipient (1999), Professional Development Federal Grant: The George Washington University Bilingual Special Education Program, Awarded Full-time Master Candidate Tuition.

Developmental Linguistics Honors Award (1996), Alcala de Henares University, Madrid, Spain.

Keynote and Highlighted Presentations

May 2018
Invited Keynote Speaker at the 40 th Annual Sunshine State TESOL (SSTESOL). Kaleidoscope of Community: Perspectives & Practices.
Orlando, FA.

December 2017
Invited Keynote Speaker at the 41 st Annual Illinois State Bilingual Conference. Oak Brook, Illinois.

October 2017
Invited Speaker on Effective Education for Students with Communication Disorders at the Love, Grow, Learn: Annual Conference of Neurologists and Educators. Fundación Querer USA and Miami Dade College School of Education. Miami, FL.

April 2015
Invited Key Presenter for Transitional Bilingual Programs Teachers and Network Personnel. Office of English Language Learners in NYCDOE. New York City, NY.

October 2013
Invited Guest Speaker and Research Organizer. Faculty development project. Bilingual Special Education: An Interdisciplinary Exploration. Southern Connecticut State University. New Haven, CT.

April 2013
Invited Panelist on Building on Bilingualism: Teaching ELLs with Disabilities. Bilingual Special Education Roundtable: NYS/NYC Regional Bilingual Education Resource Network. New York, NY.

November 2013
Invited Presenter for the 2014 NCTE Presidential Session. The Pedagogy of Social Imagination in Language Learning (PSILLT). Boston, MA.

April 2012
Invited Key Speaker on Content & Language Integrated Learning (CLIL). Methodological Developments of Teaching of Spanish. Department of Latina American and Iberian Cultures of Columbia University and the Spanish and Latin American Cultures of Barnard College. New York City, NY

June 2011
Invited Speaker on Needs of ELLs in Special Education. Literacy Strategies for ELLs & the Common Core Standards. Division of Students with Disabilities & ELLs in NYCDOE. New York City, NY.

March 2011
Invited Key Speaker for Administrators and Teacher Trainers. Bilingual Learners & Disabilities. Division of Students with Disabilities & ELLs in NYCDOE. New York City, NY.

Other Invited Presentations and Workshops

June 2015
Invited Conference Presenter. Come in Touch Conference on Teacher Education. Kiel University, Germany. Preparing teachers to work with bilingual children perceived as having disabilities. Kiel, Germany.

March 2015
Invited Speaker. Bilingual Learning Advantages. International Conference for School Leaders. Chiclayo, Perú.

March 2015
Inviter Speaker. Pedagogy of Social Imagination in Language Learning/Teaching: A Collaborative Project on Expansive Teaching and Learning. International Seminar for Language Teachers. Chiclayo, Perú.

November 2013
Presenter for the Symposium Organized by the TC Program in BBE. The Pedagogy of Social Imagination in Language Learning (PSILLT) Teachers College, Columbia University. New York, NY.

January 2010
Invited Conference Speaker and Workshop Organizer, Congreso Nacional de Educadores. La Tecnología en la Educación (Technology in Education.) Universidad de Ciencias Aplicadas. Lima, Peru.

February 2007
Invited Speaker in the 2007 Language Series. Language Series: Differentiated Instruction for Language and Concept Development. Bank Street College of Education. New York City, NY.

August 2005
Invited Conference Speaker at the Congreso Nacional de Educadores. Acercándonos al Aprendizaje por Indagación (Getting Closer at Learning Through Inquiry.) Universidad de Ciencias Aplicadas. Lima, Peru.

April 2001
Invited Speaker at the Research on Practice Meeting. Strategies to Develop Higher Order Thinking Skills When Solving Math Word Problems. Seattle, WA.

April 2000
Invited Speaker at the Research on Practice Meeting. Learning Styles and Language Acquisition. New Orleans, LO.

Research Conference Presentations

Martínez-Álvarez, P. (2018). Dis/ability as Mediator: Possibility-Centered Hybrid Learning Spaces for Emergent Bilinguals with a Dis/ability. Accepted for the 2018 AERA, Cultural Historical Research SIG. New York, NY

Martínez-Álvarez, P., Chang, S., & Arana, B. (2018). Knotworking: An Analytical Tool for Bilingual Special Education Teacher LearningAccepted for the 2018 AERA, Teaching and Teacher Education Division. New York, NY.

Ghiso, M.P., & Martínez-Álvarez, P., (2018). Latina/o children and families’ cross-cultural repertoires: Learning from/with each other through multilingual, multimodal textsAccepted for the 2018 AERA, Research in Reading and Literacy SIG. New York, NY.

Ghiso, M.P., & Martínez-Álvarez, P., (2018). Practitioner Research with Latinx Teachers: Designing a Social Justice Literacy Curriculum Using Photography. Accepted for the 2018 AERA, Social Context of Education Division. New York, NY.

Martínez-Álvarez, P. (2017). Using Intersectionality to Surface Patterns of Inequality for Emergent Bilinguals with Dis/abilities. Presenter for the 17th Disability Studies in Education Conference. Minneapolis, MN.

Martínez-Álvarez, P. (2017). Contributions of CHAT and DSE for Expansion of the Field of Bilingual Special Education. Presenter for the 2017 International Society for Cultural and Activity Research (ISCAR). Quebec, Canada.

Martínez-Álvarez, P. (2017). Redistribution of Labor: Surfacing forms of exclusion in the BiSPED classroom. Presenter for the 2017 AERA, Cultural Historical Research SIG. San Antonio, TX.

Martínez-Álvarez, P., Saez, N., & Ghiso, M. P. (2017). Mediating Hybrid Spaces in the Bilingual Science Class by Learning to Cultivate Children’s Metaphors. Presenter for the 2017 AERA, Bilingual SIG. San Antonio, TX.

Ghiso, M. P., & Martínez-Álvarez, P. (2016). Reading the world through images: Latina/o emergent bilinguals exploring inequities and transnational migration through photography. Presenter for the Literacy Research Association Conference (LRA) Conference. Nashville, TN.

Martínez-Álvarez, P. (2016). The Relevance of Learning Across Activity Systems for Bilingual Special Education Teacher Preparation Programs. Presenter for the 32nd European Group for Organizational Studies (EGOS) Colloquium. Sub-theme 33: Activity Theory and Organizations. Naples, Italy.

Martínez-Álvarez, P., & Chiang, H. (2016). Preparing Bilingual Special Education Teachers: A Pilot Study. Presenter for the Council for Exceptional Children (2016). Convention and Expo to be held in St. Louis, Mo.

Ghiso, M. P., & Martínez-Álvarez, P. (2015). Cultivating transnational imaginaries: Latina/o children and families’ multimodal explorations of (in)justice and social change. Presenter for a symposium at the LRA Conference. Carlsbad, CA.

Martínez-Álvarez, P., Waring, H. Z., & Ghiso, M. P. (2015). Expanding Science: Identity and Agenticity in a Hybrid Science/Language Multimodal Curriculum. Presenter for the 2015 International Pragmatics Conference. Antwerp, Belgium.

Martínez-Álvarez, P. (2015). Expanding What Counts as Science with Bilingual Children Perceived as Having Disabilities. Presenter for 2015 AERA, Bilingual SIG. Chicago, IL.

Hubard, O., Ghiso, M. P., & Martínez-Álvarez, P. (2015). Children’s Multimodal Creations as Mediators for Expanding What Counts as Knowledge through an Interdisciplinary Curriculum Partnership. Presenter for the 2015 AERA, Cultural Historical Research SIG. Chicago, IL.

López-Velázquez, A. M., & Martínez-Álvarez, P. (2015). Boundary Crossing in Higher Education: Exploring Possibilities for Bilingual Special Education Preparation Program. Presenter for the 2015 AERA, CHAT SIG. Chicago, IL.

Ghiso, M. P., & Martínez-Álvarez, P. (2014). E/merging Theory and Practice in Literacy Research Partnerships: An Inquiry into our Experiences. Presenter for the LRA. Marco Island, FL.

Martínez-Álvarez, P. (2014). Place-based Learning Without Boundaries: Bilingual Children’s funds of Knowledge in Geoscience. Presenter for the Geological Society of America Annual Meeting. Vancouver, British Columbia (Canada).

Martínez-Álvarez, P., Torres-Guzmán, M. E., & Ruíz-Fajardo, G. (2014). Pedagogy of Social Imagination in Language Learning/Teaching: Expansive Learning/Teaching. Presenter for 2014 International Society for Cultural and Activity Research (ISCAR). Sidney, Australia.

Martínez-Álvarez, P. (2014). Expansive Learning Opportunities with Bilingual Children with Learning Disabilities. Presenter for the 30th EGOS Colloquium. Sub-theme 61: Activity Theory and Organizations. Rotterdam, The Netherlands.

Martínez-Álvarez, P., Cuevas, I., & Torres-Guzmán, M. E. (2014). Art & Multimodality in Bilingual Teacher Candidates’ Expressions of Interculturality. Presenter for the 35th Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.

Ghiso, M.P., Hubard, O., Martínez-Álvarez, P., Martínez-Roldán, C., Torres-Guzmán, M. (2014). Pedagogy of Social Imagination in Language Learning and Teaching (PSILLT): Arts, Multimodality, and Pedagogies of the Possible. Presenter for the 35th Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.

Martínez-Álvarez, P., & Ghiso, M. P. (2014). In languaging and communities: Emergent bilinguals’ expansive learning in a hybrid space. Presenter for 2014 American Educational Research Association Conference (AERA), Language and Social Processes SIG. Philadelphia, PA.

Martínez-Álvarez, P., & Ghiso, M. P. (2014). Emergent bilinguals’ discussions about translanguaging in a technology-mediated hybrid space. Presenter for the 2014 National Association for Bilingual Education Conference (NABE). San Diego, CA.

Ghiso, M. P., Martínez-Álvarez, P. (2013). Documenting communities: Opportunities for critical stances with first grade Latino emergent bilinguals. Presenter for a symposium at the LRA Conference. Dallas, TX.

Ghiso, M. P., Kristine Mraz, & Martínez-Álvarez, P. (2013). Writing Workshop Is for All Students: Using Visuals, Oral Language, and Digital Tools to Maximize Success and Independence for English Language Learners. Presenter for the 2013 National Council of Teachers of English (NCTE). Boston, MA.

Ghiso, M. P., & Martínez-Álvarez, P. (April 2013). Learning in the Laundromat: First grade emergent bilinguals document their families and communities through photography. Presenter for the 2013 AERA, Language and Social Processes SIG. San Francisco, CA.

Martínez-Álvarez, P., Ghiso, M. P. (April 2013). Language multiplicity and dynamism: Latino emergent bilinguals taking ownership of language use in a hybrid curricular space. Presenter for the 2013 AERA Conference, Bilingual SIG. San Francisco, CA.

Martínez-Álvarez, P., Cuevas, I., & Torres-Guzmán, M. E. (March 2013). Bilingual teacher candidates’ interculturality in a multimodal hybrid exploration: Implementations for teacher education programs and for the multicultural classrooms. Presenter for 2013 New York State Association for Bilingual Education (NYSABE) Conference. New York, NY.

Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. P. (February 2013). Pictures as counter-narratives: First grade emergent bilinguals explore community resources through writing and technology. Presenter for the 34th Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.

Martínez-Álvarez, P., Ghiso, M. P. (February 2013). Emergent bilinguals’ linguistic ownership in culturally engaged, technology enhanced curricula. Presenter at NABE. Orlando, FL.

Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. P. (November 2012). Talking Multimodality: How children, youth, and teachers talk about multimodal literacies. Presenter at the LRA Conference. San Diego, CA.

Martínez-Álvarez, P., Wilder, C., & Keene, S. (February 2012). An Exploration of Teachers’ Concept of Culture and Dispositions with Comic Life Software and Follow-up Practitioner Research Experiences. Accepted as presenter 33rd Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.

Martínez-Álvarez, P. (February 2012). Exploring Teacher Candidates’ Concept of Culture and Dispositions with Comic Life Software. Accepted as a presenter at NABE. Dallas, TX.

Martínez-Álvarez, P. (February 2011). Fourth Grade Dual Language Learners’ Use of Cognitive Strategies to Comprehend Science Texts. Presenter at NABE. Orleans, LO.

Bannan, B., & Martínez-Álvarez, P. (March 2010). Using Mobile Technologies in Science with Smart Kids who Learn Differently. Co-Presenter at the National Conference Diamonds in the Rough Smart Kids Who Learn Differently. Rockville, MD.

Martínez, P., Bannan-Ritland, B., Kitsantas, A., & Baek, J. Y. (2008). The impact of an integrated science reading intervention on elementary children’s misconceptions regarding slow geomorphological changes caused by water. Presenter at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Martínez, P., Behrmann, M., Bannan-Ritland, B., & Baek, J. Y. (April 2007). Implementing a Technology System Combining Inquiry-based Science and Reading Comprehension Strategies to Help Bilingual ELLs Improve Their Understanding of Scientific Text. Presenter at NARST Annual Conference 2007. New Orleans, LO.

Baek, J. Y., Xia, Q., Martínez, P., Peters, E. E., Bannan-Ritland, B., & Hjalmarson, M. A. (2007, April). Design research on the means of support for teaching and learning geological observation. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

Bannan-Ritland, B., Baek, J. Y., Peters, E., & Martínez, P. (April 2006). Teachers as Design-based Research: Designing a Technology System Inquiry-based Science and Reading Comprehension Strategies. Co-Presenter at the 2006 AERA Meeting. San Francisco, CA.

Peters, E. E., Bannan-Ritland, B., Baek, J. Y., Martínez, P., Qutub, J., & Xia, Q. (April 2006). Design-based research as professional development: Case study of a reading teacher in a science inquiry project. Poster presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Martínez-Álvarez, P., & Perdomo, M. (January 2005). Inquiry in Mathematics: Getting Closer Through Word Problem Solving. Presenter at NABE. San Antonio, TX.

Martínez-Álvarez, P., & Perdomo, M. (March 2002). Strategies Which Help Special Education and “At-Risk” Students Acquire Higher Order Thinking Skills in Mathematics. Presenter at NABE. Philadelphia, PA.

The New York Community Trust: Brooke Astor Fund for New York City Education (Co-Investigator), $350,000 for one-year continuation of the Photos and Me Program (with Union Settlement Association). Principal investigator: María Paula Ghiso (C&T), 2017-2018.

The New York Community Trust: Brooke Astor Fund for New York City Education (Co-Investigator), $439,000 for one-year continuation of the Photos and Me Program (with Union Settlement Association). Principal investigator: María Paula Ghiso (C&T), 2016-2017.

The New York Community Trust: Brooke Astor Fund for New York City Education (Co-Investigator), $440,955 for one-year continuation of the Photos and Me Program (with Union Settlement Association). Principal investigator: María Paula Ghiso (C&T), 2015-2016.

Clinically-Rich Intensive Teacher Institute in Bilingual Education (Principal Investigator), $320,000 for three years, The New York State Education Department, Office of Bilingual Education and Foreign Language Studies. TheBilingual Special Education Studies. Co-investigators: Carmen Martínez-Roldán (A&H) and Sharon Chang (A&H), 2014-2017.

The New York Community Trust: Brooke Astor Fund for New York City Education (Research Consultant and Curriculum Developer), $115,000 for one year, The Photos and Me Program (with Union Settlement Association), 2014.

Faculty Development Grant at Southern Connecticut State University (Guest Speaker, Research Consultant), $2,500,English Language Learners and Special Education and Reading. Principal Investigators: Ángela López-Velázquez and Michael Alfano, 2013.

Pedagogy of Social Imagination for Language Learning and Teaching (PSILLT) (Co-Investigator), $1,200,000, for three years. United States Department of Education, Office of English Language Acquisition, National Professional Grant. Principal Investigator: María Torres Guzmán, 2012-2015. Co-investigator: Carmen Martínez-Roldán (A&H).

Enhancing Vocabulary through Cognate Awareness (EVOCA)(Research Consultant and Curriculum Developer), $1,828,906, four years. Principal Investigators: Igone Arteagoitia, & Elizabeth Howard, 2010.

The Two-Way Immersion Toolkit (Bilingual Special Education Consultant), Institute of Education Sciences (IES), U.S. Department of Education, Contract Number ED-01-CO-0010. Editors: Elizabeth R. Howard, Julie Sugarman, Marleny Perdomo, and Carolyn T. Adger, 2005.

Study of Two-Way Immersion Education (Teacher Assessor of Student Writing Outcomes in Spanish). The Center for Research on Education, Diversity, & Excellence (CREDE). Principal Investigators: Christian, D., Genesee, F., & Lindholm Leary, K, 2000.

Kwon, Jungmin (in progress) – Moving Across Linguistic, Cultural, and Geographic Boundaries: The Multi-sited Ethnographic Case Study of Immigrant Children. Department of Curriculum and Teaching. Sponsor: Dr. María Paula Ghiso

Kyprianou, Stella (in progress) – Language Development of bilingual children with Autism Spectrum Disorder. Department of Health and Behavior Studies

Jeon, SooJin (in progress) – Funds of knowledge in bilingual special education. Sponsor in Interdisciplinary Doctoral Program with Professor of Science Education Felicia Moore Mensah

Hakoda Kensuke (Spring 2018)  – High school instrumental students’ composition processes. Fourth Member of the Dissertation Committee

Alcira Jaar (2017) – Professional development of dual-language teachers: learning communities as potential sites of teacher identity, agency, and advocacy. Third Member of the Dissertation Committee in Department of International and Transcultural Studies. Sponsor: Dr. Carmen Martínez-Roldán

Jason Wu (2017) – Assessing bilingual knowledge organization in secondary science classrooms. Fourth Member of the Dissertation Committee in Department of Mathematics, Science & Technology. Sponsor: Dr. O. Roger Anderson

Kristy De la Cruz (2017) – Middle School Leaders' Guide to Integrated English as a New Language (ENL) Instruction. Fourth Dissertation Reader in Department of Organization and Leadership. Sponsor: Dr. Brian Perkins

Olivares-Orellana, Estrella (2016) – Labeled as insufficiently educated: Testimonios from students classified as SIFE. Second Member of the Dissertation Committee in Department of Curriculum and Teaching. Sponsor: Dr. María Paula Ghiso

Diaz, George (2015) – Attitudes and Perceptions of Latino Students Toward High School Physical Education. Fourth Dissertation Reader in Department of Behavioral Sciences

Wang, I-Ching (2014) - ESL learners’ avoidance behaviors in speaking English. Second Member of the Dissertation Committee in Department of Human Development

Hsu, Ya-Ning (2011) - Informational Books Shared Reading at Home and Heritage Language Maintenance. Second Member of the Dissertation Committee and Specialization Exam in Department of International and Transcultural Studies

Hung, Kuo-Hsun (2011) - The Design and Development of an Education-designed Massively Multiplayer Online Role-playing Game (EDD MMORPG) for Young Taiwanese Mandarin-speaking Learners Learning English Vocabulary Words. Fourth reader in Department of Mathematics, Science and Technology

Lin, Yue (2011) - L2 Attitudes and Motivation. Specialization Exam in the Department of International and Transcultural Studies

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