Martinez Alvarez, Patricia (pm2593) | Teachers College Columbia University

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

Office:
351 Macy Macy

Office Hours:
Spring 2015 Wednesdays: 5-6pm and Thursdays: 2-4pm.

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.


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.

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.

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).



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