Publications

The staff and faculty in The BUENO Center are nationally recognized for听research focused on bilingualism, biliteracy, multiculturalism, and special education. Please enjoy and share any of our publications listed听to the right.

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Latest publications听

Strong, K., & Escamilla, K. (2023). More than Language Learning: A QuantCrit Analysis of the Relationship Between District Contexts and Long-Term English Learner Rates.听Journal of Education for Students Placed at Risk (JESPAR), 28(1), 47-68.

Hurie, A. & Palmer, D. (2022) : A Typology of Choice Schools鈥 Marketing Strategies on the Near South Side of Milwaukee. Education Policy Analysis Archives. 30, (28). 听

Linares, R. E. (2022). Maintaining Connections, Cultivating Community: The Role of Transnational Translingual Literacy Sponsorships in One Adolescent鈥檚 Literacy Practices.听Teachers College Record,听124(12), 162-191.

Sembiante, S. F., Restrepo-Widney, C., Bengochea, A., & Gort, M. (2023). Sustainable translanguaging pedagogy in support of the vulnerable language: honoring children鈥檚 ways of 鈥楽howing鈥檃nd 鈥楾elling鈥檌n an early childhood dual language bilingual education program.听International Journal of Bilingual Education and Bilingualism, 1-15.

Sembiante, S. F., Bengochea, A., & Gort, M. (2022). Morning circle as a community of practice: Co-teachers鈥 transmodality in a dual language bilingual education preschool classroom.听Journal of Early Childhood Literacy, 14687984221144232.

Hamman-Ortiz, L., Santiago Schwarz, V., Hamm-Rodr铆guez, M., & Gort, M. (2022 [online first]). Engaging teachers in genre-based pedagogy for writing arguments: A case study of shifts in practice and understanding.听TESOL Quarterly.听

Gort, M., & Hamm-Rodriguez, M.听(2022). Centering language and communicative purpose in writing Instruction for bi/multilingual learners.听The Reading Teacher, 75(6), 693-706.听

Malova, I., Avalos, M., & Gort, M. 听(2022). Teachers鈥 perceptions of integrated reading-writing instruction for emergent bilinguals.听Reading and Writing Quarterly.听

Snow Balderas, M. B., Hamm-Rodriguez, M., Santiago Schwarz, V., & Gort, M. (2022). Resisting high stakes educational reform through genre writing in a multilingual classroom.听Language Arts, 99(3), 179-191.

Bengochea, A., & Gort, M. (2022). Translanguaging for varying discourse functions in sociodramatic play: An exploratory multiple case study of young emergent bilinguals.听International Journal of Bilingual Education and Bilingualism, 25(5), 1697鈥1712.听

M. & Palmer, D. (2022) Un d铆a de lo鈥 padre: A multigenerational pl谩tica with bilingual pre-service teachers and their elders, sharing perspectivas about translanguaging and bilingual education. Language and Education. 听

Harvey-Torres, R., Palmer, D. & *Degollado, E.D. (2022) Three worlds pitfall? A transfronteriza Latina bilingual teacher navigating home, school, and university divides. Teaching and Teacher Education. 116.

Diaz, E. S., & Schwarz, V. S. (2022). Implementing Culturally and Linguistically Responsive Teaching in Dual Language Bilingual Inclusive Classrooms. In听Bilingual Special Education for the 21st Century: A New Interface听(pp. 25-49). IGI Global.听听

  • Bilingual Special Education for the 21st Century: A New Interface addresses the complex intersection of bilingual education and special education with the overlay of culturally and linguistically sustaining practices. This work provides practical solutions to current dilemmas and challenges today鈥檚 educators of multilingual learners with disabilities face in the classroom.听

Escamilla, K., Olsen, L., & Slavick, J. (2022). Toward Comprehensive Effective Literacy Policy and Instruction for English Learner/Emergent Bilingual Students.听

  • Effective literacy education for English learner/ emergent bilingual students is an urgent achievement and equity issue impacting well over five million students in the nation鈥檚 schools.听It is imperative that English learner/emergent bilingual students leave school as proficient readers and writers in English and preferably more languages and who thrive and succeed in school and their communities.听

Escamilla, K., Shannon, S., & Garc铆a, J. (2022). Four decades after 颁补蝉迟补帽别诲补: a critical analysis of Bilingual/Dual Language Education in Colorado.听Language policy,听21(3), 357-379.听

  • The听颁补蝉迟补帽别诲补听Standard was handed down in 1981. We use this Standard along with Latino Critical Race Theory (Solorzano & Yosso,听2001) and Ruiz鈥檚 Language Orientations (1984) to conduct a historical analysis of bilingual education in Colorado from 1976 to 2019 to examine the availability of bilingual/dual language education for Latinx students over four decades.

Gort, M., & Hamm鈥怰odr铆guez, M. (2022). Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners.听The Reading Teacher.听

  • This article illustrates how two fourth-grade bilingual teachers transformed their writing instruction for bi/multilingual learners by integrating a functional approach to language and literacy teaching and learning.听

Gumina, D. (2022). Bilingual teachers鈥 improvisations as agentive policy work in a