Martinez Alvarez, Patricia (pm2593)

Keynote and Highlighted Presentations

April 2023                                                      

Invited Webinar Presenter. Disability, Culture, and Equity Series: Moving the Field Forward. Sponsored by the AERA Special and Inclusive Education Research SIG

October 2022               

Featured Conference Presenter. A hybrid humanizing lens to understand the learning experiences of bilingual children with a disability. Race, Inequality, Language, & Education (RILE) 2022 Research Conference @ Stanford. Innovation for Healing: Leveraging research and Praxis for a Better Future. Virtual presentation.

April 2021                    

Invited Conference Presenter. Hybrid spaces and emergent bilinguals with dis/abilities. Facultad de Formación del Profesorado y Educación. Universidad Autónoma de Madrid (UAM), Spain.

April 2021                                                     

Invited Seminar Presenter. Seminario Desarrollo Humano y Educación. Dis/ability as mediator: “Opportunity encounters” in hybrid spaces for emergent bilinguals with dis/abilities. Universidad Autónoma de Madrid (UAM), Spain.

November 2018           

Invited Key Presenter on Teacher Education. Knotworking: An analytical tool for teacher learning. Bremen University. Bremen, Germany.

May 2018                               

Invited Keynote Speaker at the 40^th Annual Sunshine State TESOL (SSTESOL). Kaleidoscope of Community: Perspectives & Practices. Something’s going on at home: Possibility-centered hybrid learning spaces for emergent bilinguals with/without a dis/ability. Orlando, FA.

December 2017            

Invited Keynote Speaker at the 41^st Annual Illinois State Bilingual Conference. Emergent bilinguals with disabilities: Existing research and new possibilities. 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. Existing research and implications. Fundación Querer USA and Miami Dade College. Miami, FL.

April 2015                   

Invited Key Presenter for Transitional Bilingual Programs Teachers and Network Personnel. Bilingual education. 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 enterdisciplinary Exploration. Southern Connecticut State University. New Haven, CT.    

April 2013                              

Invited Panelist. Bilingual Special Education Roundtable: NYS/NYC Regional Bilingual Education Resource Network. Building on bilingualism: Teaching ELLs with disabilities. New York, NY.

November 2013                     

Invited Presenter for the 2014 NCTE Presidential Session. The pedagogy of social imagination in language learning and teaching (PSILLT). Boston, MA.

April 2012                   

Invited Key Speaker. Department of Latina American and Iberian Cultures of Columbia University and the Spanish and Latin American Cultures of Barnard College. Content & language integrated learning (CLIL).   Methodological developments of teaching of Spanish. New York City, NY

June 2011                    

Invited Speaker on Needs of ELLs in Special Education. Division of Students with Disabilities & ELLs in NYCDOE. Literacy strategies for ELLs & the common core standards. New York City, NY.

March 2011               

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

Other Invited Presentations and Workshops

October 2019                

Invited Seminar Participant. Second Binational Seminar UPenn-UdG. Collaborative endeavor to increase the knowledge base of the critical approach to literacy through bi-national research partnerships. University of Guadalajara, Guadalajara (Jalisco), Mexico.

March 2019                 

Invited Panel Presenter. Bilingual Special Education Panel Highlighted Session. Differently-Abled Multilingual Learners: Identifying and Accessing the Strengths of All Students. The 42^nd New York State Association for Bilingual Education (NYSABE) Conference. New York, NY.

November 2018           

Invited Conference Presenter. Get-to-Work Conference as part of the Anxiety Culture Research Project. Kiel University, Germany. An activity theoretical approach to understanding anxiety. Kiel, Germany.

June 2018                    

Invited Expert Research Seminar Presenter. Learning, Culture and Interventions (LECI; http://www.helsinki.fi/leci or http://bit.ly/2kVfzxmLECINewsletter). Dis/ability as mediator. Helsinki, Finland.

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. International Conference for School Leaders. Bilingual learning advantages. Chiclayo, Perú.

March 2015                            

Inviter Speaker. International Seminar for Language Teachers. Pedagogy of social imagination in language learning and teaching: A Collaborative Project on Expansive Teaching and Learning. Chiclayo, Perú.       

November 2013           

Presenter for the Symposium Organized by the TC Program in BBE. The pedagogy of social imagination in language learning and teaching (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. 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 Spencer Research on Practice Meeting. Strategies to develop higher order thinking skills when solving math word problems. Seattle, WA.

April 2000                   

Invited Speaker at the Spencer Foundation Research on Practice Meeting. Learning styles and language acquisition. New Orleans, LO.

Research Conference Presentations

Arana, B., Martínez-Álvarez, P., *Montero-De-Howitt, A., & *Carbajal-Montalvo, L. (2023). Dialectical reflective processes for rnactment of transformative agency with teacher candidates. Accepted for the 2023 AERA conference, Cultural-Historical Research SIG. Chicago, IL.

Hyrkkö, S., Kajamaa, A., & Martínez-Álvarez, P. (2023). Multimodality and expansive learning during a school change laboratory: Externalising and implementing distributed leadership. Accepted for the 2023 AERA conference, Cultural-Historical Research SIG. Chicago, IL.

Martínez-Álvarez, P. (2023). Teaching emergent bilingual students with dis/abilities: Humanizing pedagogies to engage learners and eliminate labels. Accepted for the 2023 NABE conference. Portland, ORE.

Martínez-Álvarez, P., Arana, B., *Anillo, C., *Castro, P., *Montero-De-Howitt, A., & *Park, A., (2023). Leveraging the jigsaw: Pre-service and in-service teachers working to integrate perspectives for inclusive reading teaching. Accepted for the 45^th New York State Association for Bilingual Education (NYSABE) Conference. Long Island, NY.

Martínez-Álvarez, P., Cuevas, I., *Sáez, N. & *Son, M. (2023). Bilingual teacher candidates’  evolving conceptualizations of relevant aspects of curriculum for inclusive education. Accepted for the 2023 AERA conference, Curriculum Studies Division B (Section 1: Cultural Inquiry in Curriculum Studies). Chicago, IL.

Martínez-Álvarez, P. & Kajamaa, A. (2023). Teacher candidates’ identity construction as collective movement along zones of sense. Accepted for the 2023 AERA conference, Cultural-Historical Research SIG. Chicago, IL.

Martínez-Álvarez, P. (2022). The learning of emergent bilinguals with a disability: Oppressive legacies and ableism. Accepted for the Society for Disability Studies (SDS) Annual Conference. Virtual Meeting.

Martínez-Álvarez, P. (2022). “Hybrid Humanizing Pedagogical Moments”: A Tool to Mediate Inclusive Bilingual Education. Under review for the 9^th Nordic-Baltic international Society for Cultural-Historical Activity Research 2022 (NBISCAR 2022). Helsinki, Finland.

Martínez-Álvarez, P. (2022). Humanizing perspectives for inclusive bilingual education: Authoring “hybrid humanizing pedagogical moments”. Accepted for virtual presentation for the 2022 NABE conference. New York, NY.

Martínez-Álvarez, P. & Arana, B. (2022). Hybrid reflective processes for enactment of transformative agency with teacher candidates. Under review for the 9^th Nordic-Baltic international Society for Cultural-Historical Activity Research 2022 (NBISCAR 2022). Helsinki, Finland.

Martínez-Álvarez, P., Cuevas, I., *Saez, N. & *Son, M. (2022). Pre-service teachers’ learning to design curriculum for inclusive bilingual education: Capturing relevant aspects of curriculum. Accepted for the 2022 AERA conference, Teaching and Teacher Education Division K (Section 5: Preservice Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction). San Diego, CA.

Martínez-Álvarez, P, Ghiso, M. P., & Rajan, S. (2022). Development of an instrument to understand the higher order reading skills of emergent bilingual children. Accepted for the Literacy Research Association (LRA). Phoenix, AZ.

Martínez-Álvarez, P. (2021). Assimilation and resistance: Reclaiming the right to learn Spanish in inclusive bilingual education. Accepted for the 2021 AERA conference, Disability Studies in Education SIG. Virtual Meeting.

Lopez-Velasquez, A. M., Martínez-Álvarez, P., & Kajamaa, A. (2021). Preparing educators for inclusive bilingual education: A boundary-crossing laboratory between professional groups. Under review for the 2021 AERA conference, Cultural-Historical Activity Theory SIG. Virtual Meeting.

Martínez-Álvarez, P. & Son, M. (2021). Breaking down barriers: Hearing from children to learn to teach inclusively in bilingual education. Under review for the 2021 AERA conference, Division K. Virtual Meeting.

Arana, B., Martínez-Álvarez, P., & Jeon, S. (2021). Understanding radical inclusive education from within: Pre-service bilingual teachers’ trajectories along a radical-reductionist pedagogical continuum. Under review for the 2021 AERA conference, Division G. Virtual Meeting.

Martínez-Álvarez, P. (2020). Rules and tensions in the inclusive bilingual classroom: Possibilities for the preparation of teachers as agents. Accepted for the 2020 International Society for Cultural and Activity Research (ISCAR). Natal, Brazil. Postponed for a year.

Arana, B., Jeon, S., & Martínez-Álvarez, P. (2020). Radical versus reductionist continuum: Pre-service teachers’ experiences, tensions and breakthroughs when working with bilingual students with disabilities. Under review for the 43^rd New York State Association for Bilingual Education (NYSABE) Conference. New York, NY (Conference Canceled)

Martínez-Álvarez, P., Lopez-Velasquez, A. M., & Kajamaa, A. (2020, Apr 17-21). Landscapes for boundary crossing between professional groups in preparation for teaching bilingual children with disabilities [Rountable Session]. Cultural Historical Research Special Interest Group (SIG). AERA Annual Meeting San Francisco, CA http://tinyurl.com/w2mkths (Conference Canceled)

Ghiso, M. P., Martínez-Álvarez, P., Animashaun, O., & Son, M. (2020, Apr 17-21). Interrogating Culture in a Teacher Inquiry Community: Collaborating towards Culturally Engaged and Equity-Oriented Literacy Learning with Latinx students [Paper Session]. Division G: Social Context of Education; Section 3: Languages, Literacies, and Representations. AERA Annual Meeting San Francisco, CA http://tinyurl.com/vfu3xu9 (Conference Canceled)

Martínez-Álvarez, P. (2020). Disrupting ableism in inclusive bilingual education. Under review for the 2020 AERA, Bilingual Education Research Special Interest Group (SIG). San Francisco, CA.

Martínez-Álvarez, P., Lopez-Velasquez, A. M., & Kajamaa, A. (2020). Landscapes for boundary crossing between professional groups in preparation for teaching bilingual children with disabilities. Under review for the 2020 AERA, Cultural Historical Research Special Interest Group (SIG). San Francisco, CA.

Arana, B., Jeon, S., & Martínez-Álvarez, P. (2020). Getting radical: Pre-service teachers’ experiences, Tensions, and Breakthroughs when working with Bilingual Students with Disabilities. Under review for the 2020 AERA, Bilingual Education Research Special Interest Group (SIG). San Francisco, CA.

Ghiso, M. P., Martínez-Álvarez, P., Animashaun, O., & Son, M. (2020). Interrogating Culture in a Teacher Inquiry Community: Collaborating towards Culturally-Engaged and Equity-Oriented Literacy Learning with Latinx students. Under review for the 2020 AERA, Division G: Social Context of Education; Section 3: Languages, Literacies, and Representations. San Francisco, CA.

Martínez-Álvarez, P., Son, M., & Arana, B. (2019). Analytical tools to design inclusive contexts: Conversations in clinical experiences about compensating and removing barriers. Accepted for the 2019 AERA, Teaching and Teacher Education Division. Toronto, Canada.

Martínez-Álvarez, P. (2019). Dis/ability as mediator: Possibility-centered hybrid learning spaces for emergent bilinguals with a dis/ability. Accepted for the 42^nd New York State Association for Bilingual Education (NYSABE) Conference. 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 Literacy Research Association Conference (LRA). Indian Wells, CA.

Baron, C. & Martínez-Álvarez, P. (2018). Historical building analysis as a tool to provide multiple means of accessing and demonstrating knowledge for bilingual learners with disabilities in the social studies classroom. Accepted for the 2018 National Council for the Social Studies (only first author attended). Chicago, IL.

Martínez-Álvarez, P. (2018). Dis/ability as mediator. Presenter for the 2018 AERA, Cultural Historical Research (CHAT) SIG. New York, NY

Martínez-Álvarez, P., Chang, S., & Arana, B. (2018). Knotworking: An analytical tool for bilingual special education teacher learning. Presenter 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 texts. Presenter 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. Presenter 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 17^th 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 32^nd 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 30^th 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 35^th 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/teaching (PSILLT): Arts, Multimodality, and Pedagogies of the Possible. Presenter for the 35^th 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., Mraz, K., & 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 34^th 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 33^rd 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. Presenter as a presenter at NABE. Dallas, TX.

Clinically-Rich Intensive Teacher Institute in Bilingual Education (Co-Principal Investigator), Under Review, $687,497 for five years, The New York State Education Department, Office of Bilingual Education and Foreign Language Studies. Principal Investigator: Sharon Chang (A&H); Co-investigator: Carmen Martínez-Roldán (A&H), 2023-2028.

Spencer Vision Grant (Interdisciplinary Scholar Collaborator), $75,000 for 12 months, The Spencer Foundation. Understanding the Production of Racial & Linguistic Ability Stratification: A Blueprint for Systemic Transformation. Principal Investigator: Alfredo Artiles, Stanford University, 2023-2024.

Clinically-Rich Intensive Teacher Institute in Bilingual Education (Co-Principal Investigator), $550,000 for five years, The New York State Education Department, Office of Bilingual Education and Foreign Language Studies. The bilingual Advanced Online Certification. Principal Investigator: Sharon Chang (A&H); Co-investigator: Carmen Martínez-Roldán (A&H), 2019-2023.

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

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

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

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. The Bilingual 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-Principal 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 and 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., and Lindholm Leary, K, 2000.

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

Kim, Jeanne (in progress) – Language policies and cultural identities within and international school in Korea: Examining school practices and student perspectives. Member of Dissertation Committee. Department of Interdisciplinary Studies. Sponsor: Dr. María Paula Ghiso

Karina, Malik (in progress) – Latinx special educators at the helm: Journeying special education in New York City schools. Fourth Member of Dissertation Committee. Department of Curriculum and Teaching. Sponsor: Dr. Mariana Souto-Manning

Sáez, Natalia (2022) – Prepositions and metaphorical thinking in English as a second language by intermediate and advanced learners with Spanish as their first language. Fourth Member of Dissertation Committee. Department of Arts and Humanities. Sponsor: Peter Gordon

Jenkins, Joshua (2022) – Teacher perspectives on literacy assessment in a social media space in neoliberal times. Fourth Member of Dissertation Committee. Department of Curriculum and Teaching. Sponsor: Marjorie Siegel

Oliver, Kyle (2022) – Becoming tapestry: A multimodal ethnographic podcast exploring storytelling and belonging in a faith-adjacent fostering youth mentoring network. Fourth Member of Dissertation Committee. Department of Mathematics, Science and Technology. Sponsor: Lalitha Vasudevan

Son, Minhye (2021) – Building on, not tearing down: Serving emergent bilinguals through bilingual education. Sponsor in Interdisciplinary Doctoral Program with Professor of Curriculum and Teaching María Paula Ghiso

Rabadi-Raol, Ayesha (2020) – Acknowledging and valuing the experiences of immigrant/transactional teachers of color in early childhood education. Fourth Dissertation Reader in the Department of Curriculum and Teaching. Sponsor: Dr. Souto-Manning

Kwon, Jungmin (2019) – 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

Moulay Driss Aqil (2019) – Morocco: Multilingualism, cultural identity and mathematics education post-French Protectorate, a historical perspective. Member of Dissertation Committee. Department of Mathematics, Science & Technology. Sponsor: Dr. Alexander Karp

Ga Hye Song (2019) – Person References in Korean. Fourth Dissertation Reader in the Department of Arts and Humanities. Sponsor: Dr. Hansun Waring

Mathieu, Lorna (2018) – An examination of special education instructional programs for English learners in New York City schools. Fourth Dissertation Reader in Department of Human Development. Sponsor: Dr. Lawrence DeCarlo

Javed, Suzzanna (2018) – Functions of challenging behaviors and strategies utilized to decrease challenging behaviors reported by teachers and parents of children with and without autism spectrum disorder. Member of Dissertation Committee. Sponsor: Dr. Hsu-Min Chiang

Kensuke, Hakoda (2018) – High school instrumental students’ composition processes. Fourth Member of Dissertation Committee. Sponsor: Randall Allsup

LaRock, Damien E. (2018) - The Common Core State Standards as applied to the instruction of students with disabilities: Special education teachers’ perceptions. Sponsor: Dr. Hsu-Min Chiang

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

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

De la Cruz, Kristy (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 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 Dissertation Committee in Department of Human Development

Hsu, Ya-Ning (2011) - Informational books shared reading at home and heritage language maintenance. Second Member of 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