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.
1) I am closing up the Quality Teaching Professionals for English Language Learner Project, a five year Professional Development Grant (NCLB, Title III) in which we supported teachers as inquirers of questions related to language and culture in curriculum and instruction. The project worked with PS165 in Manhattan (Spanish/English dual language education program) and PS163 in Queens (Chinese/English program). Currently, we are writing papers on bilingual teaching and the development of professional identity among in-service and pre-service MA students.
2) In Search of Metaphors (currently in its closing year) was funded both by the NCTE Foundation Research Grants and the Provost Initiative to: (a) mentor junior faculty, (b) generate new teacher development initiatives, (c) investigate the literacy philosophies, practices, and training of teachers in dual language education Spanish/English programs across the NYC schools so as to develop metaphors that might assist in the cross-cultural understanding of instructional practices and improve the education of bilingual learners.
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.