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Maria Franquiz

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Dr. María E. Fránquiz is Professor in the Department of Curriculum and Instruction at the University of Texas in Austin. She is a nationally recognized language and literacy scholar with specific expertise in bi/multilingual contexts. Her leadership roles include Graduate Adviser, Assistant Dean, Dean, Deputy Chief Academic Officer.

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Noel B. Salazar

KU Leuven

University of North Carolina at Chapel Hill

Joaquim Luís Coimbra

Universidade do Porto

William H Teale

University of Illinois at Chicago

Eberhard Crailsheim

CSIC (Consejo Superior de Investigaciones Científicas-Spanish National Research Council)

Middle East Technical University

Nilgün Cevher Kalburan

Pamukkale University

Jayne C. Lammers

University of Rochester

Fuller Theological Seminary

Stanford University

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Papers by Maria Franquiz

Language, Literacy and Community

Handbook of Early Childhood Literacy

Welcome from the Program Chair

Gathering Words, Gathering Sueños, Making Conexiones

Challenging Damaging Ideologies

Routledge eBooks, Aug 25, 2020

Co-editors’ introduction: Alternative paradigms for identifying evidence-based interventions for English Learners

Bilingual Research Journal, Jan 2, 2018

Gracias a nuestra poeta valiente, Carmen Tafolla

Bilingual Research Journal, Oct 2, 2017

Dicen que Carmen quiere decir "Canto" "Música" o "Poema" en hebreo, significa "El jardín de Dios.... more Dicen que Carmen quiere decir "Canto" "Música" o "Poema" en hebreo, significa "El jardín de Dios." Carmen Tafolla, nuestra poeta valiente, brings stories to children delivering words in the sounds of the border-English, Español, and Tex-Mex. Her garden songs feed the children and sustain their healthy development. Teresa significa "milagrosa," "de origen divino," o "la cazadora." El diminutivo de Teresa es Tere, and Tere is the promise of our community. If Tere's teachers give her daily doses of "dirty" language, "inferior" culture," "slow" girl, then poison seeps into her veins, and her spirit is trapped in a tunnel of shame. Such hurtful taunting dims the light within and outside of Tere. Is it right, to dim a child's light? Enseñar significa "ayudar a alguien a crecer." Carmen might add, by courageously culturalizing the curriculum, and I agree. Teaching ought to affirm, enlighten, and inspire learners into active participationparticipación en clases, en familias, y en la comunidad. At the same time, teaching must guarantee seguridad, libertad, y justicia. Teaching ought never be used to make children refugees of injustice. In Carmen's garden it is the responsibility of the teacher to see Tere, to learn her name. In Carmen's books Tere's world is reflected and connections are shared. In Carmen's classes the knowledge of families is welcomed. She collects their rich stories and traditions expressed in a myriad of language varieties. It is in this abundant garden where there is always a Spanglish light emerging, a whole new generation of Teres thriving. From your audience at AERA, ¡mil gracias!, Profe Carmen. You showed us that daily indignities have real consequences in children's lives. By outing Tere's personal pain you exposed the work to still be done. You asserted that collective well-being depends on cherishing Tere's language and culture, that all young people deserve to know their part in the canto, música, y poema, that success looks like Tere, looks like you, looks like us. ¡Mil gracias! a nuestra poeta valiente, Carmen Tafolla. Su voz nos eleva a ser mejores educadores, nudging us to listen intently a estudiantes chiquillos tanto como los grandes to invite their retellings of cuentos de sus padres y antepasados to color our world with words in any language that connects us to our humanity.

Coeditors’ introduction: Revisiting 50 years of challenges and possibilities

Bilingual Research Journal, Oct 2, 2018

This coeditors' introduction provides a broad historical reflection of the BEA followed by summar... more

Coeditors' Introduction: Home, School, and Program Influences on Bilingualism and Biliteracy

Bilingual Research Journal, Oct 1, 2012

Co-editors’ introduction: Early childhood education programs for Dual Language Learners: Opportunities and challenges

Bilingual Research Journal, Jul 3, 2019

Coeditors’ introduction: Ensuring the success of dual language programs through alignment of research, policy, and practice

Bilingual Research Journal, Jul 3, 2018

View related articles View Crossmark data Citing articles: 1 View citing articles Coeditors' intr... more View related articles View Crossmark data Citing articles: 1 View citing articles Coeditors' introduction: Ensuring the success of dual language programs through alignment of research, policy, and practice A growing body of research shows that dual language programs, both one-way and two-way models, are effective in closing achievement gaps between English Learners (ELs) and their non-EL peers (Thomas and Collier 2002; August and Shanahan 2006) and between ELs who participate in these programs and those who do not (Steele, et al., 2017). The articles in this issue of the Bilingual Research Journal (Volume 41, Number 3) add to this body of knowledge and emphasize the importance of fidelity of implementation of a shared program vision and adherence to pedagogical practices known to be effective for English Learners. However, contributing authors caution that dissonance between research, policy, and practice can make it difficult to achieve the goals of bilingualism and biliteracy, cross-cultural competence, and high academic achievement.

Traveling on the Biliteracy Highway: Educators Paving a Road toward Conocimiento

Palgrave Macmillan US eBooks, 2010

?n her explanation of the seven stages of conocimient? (reflective consciousness), Gloria Evangel... more ?n her explanation of the seven stages of conocimient? (reflective consciousness), Gloria Evangelina Anzaidua1 explains that this concept is embodied in the wisdom known in many cultures—that we walk in others’ shoes, that we love them as ourselves, that we empathize and sympathize with others from our own or a different group, and that we listen carefully to each others’ views. This is sound advice. So how can teachers develop this kind of consciousness work among young students in educational settings, particularly in classrooms with majority Latin@ students?

Co-editors’ introduction: The relationship between race and language in the 21<sup>st</sup> century

Bilingual Research Journal, Oct 2, 2017

“Figuring” Bidirectional Home and School Connections Along the Biliteracy Continuum

Bilingual Research Journal, May 4, 2015

This article centers on the significant practices identified by bilingual teachers who participat... more This article centers on the significant practices identified by bilingual teachers who participated in Proyecto Bilingüe, a specialized master’s degree program. The notion of bidirectional theory of bilingual pedagogy and the theoretical construct of the continua of biliteracy are utilized to illustrate how the teachers centered home and school connections in their curriculum. Specific analysis is done on the ways the teachers create spaces of authoring for themselves, for students, and for their families and communities. These authoring spaces served to elevate the status of bilingual education, bilingual teachers, bilingual learners, and the Spanish language. Sustaining dynamic exchange flows through bidirectional intent between home and school can have profound impact in social and academic outcomes.

Educational equity for emergent bilinguals: What’s wrong with this picture?

Bilingual Research Journal, Jan 2, 2022

In Search of the Civic Histories, Identities, and Experiences of Latina/o Immigrant Students

An Integrated Approach: Even Start Family Literacy Model for Migrant Families

Even Start family literacy is a comprehensive approach that focuses on the family unit, addressin... more Even Start family literacy is a comprehensive approach that focuses on the family unit, addressing language and literacy competence for children and adults through integrated educational activities. Four core program components build upon one another to support children's school success and literacy outcomes. The components are: (1) adult basic education, English language literacy, and GED preparation; (2) parent education about their children's language development, the importance of reading and story telling, and parental teaching strategies; (3) early childhood education to improve the language and emergent literacy skills of children aged birth to 8; and (4) parent and child "together time," during which parents play with their children and practice skills learned in the parent education component under the supervision of a staff member. The core components align with a strengths-oriented approach to family literacy that respects families' culture, language, and competencies. Even Start projects are required to form partnerships and collaborative agreements with school districts, other agencies, or community groups to avoid duplication of services and share resources. Steps in the process of building such working relationships are listed; home-based and center-based service delivery strategies are described; and practitioner strategies for improving migrant Even Start programs are discussed. (SV) Reproductions supplied by EDRS are the best that can be made from the original document.

Knowing English is Not Enough! Cultivating Academic Literacies Among High School Newcomers

The High School Journal, 2013

Secondary school teachers face remarkable challenges when they are asked to incorporate language ... more Secondary school teachers face remarkable challenges when they are asked to incorporate language objectives because the traditional approach to the education of English Language Learners (ELL) separates English language development from content instruction. The underlying assumption is that English language proficiency is a prerequisite for subject matter learning. Research shows this is a misconception. The qualitative research project described in this article investigated how a high school social studies teacher integrated language and content and how the newcomer students were able to demonstrate their understandings. Findings showed that the practice of historical inquiry through primary sources and document-based questions assisted students in developing English, academic vocabulary, and academic concepts in the learning of American history. In the spring of 2010, when the teacher deviated from the state's official curriculum through the use of digitized primary sources, notions of agency, empathy, and moral judgment played a significant role in the students' writings and use of historical reasoning. However, despite the use of historical inquiry and digitized primary sources, when there was tighter adherence to teaching the mandated curriculum in spring 2012, student expression and development of historical agency, empathy, and moral judgment was diminished or absent.

The Transformative Potential of Humanizing Pedagogy: Addressing the Diverse Needs of Chicano/Mexicano Students

The High School Journal, 2004

The purpose of this paper is to present an argument for understanding the factors that support or... more The purpose of this paper is to present an argument for understanding the factors that support or constrain the development of Chicana/o students' academic identities and consequently, their academic resiliency in high school. The article draws on a larger study investigating ways that schooling structures and teacher mind-sets can sustain students' ability to complete high school requirements. A subset of findings from a five-year ethnographic study in a high school in Colorado serves as the basis for a conceptual framework that honors what Chicana/o students identify as critical to their ability to succeed. Using observational data, interviews and an ethnographic perspective the article examines participating adolescents' understandings of key elements that fostered their academic resilience. These key elements are respeto (respect), confianza (mutual trust), consejos (verbal teachings) and buen ejemplos (exemplary models). Findings suggest that teachers who practice a humanizing pedagogy are instrumental in fostering healthy educational orientations among Chicana/o adolescents, which in turn results in their academic resiliency against all odds.

The Bilingual Research Journal: Dreams, possibilities, and necessity

Bilingual Research Journal, Oct 2, 2018

The Elementary and Secondary Education Act (ESEA), signed in 1965, was a pivotal civil rights law... more The Elementary and Secondary Education Act (ESEA), signed in 1965, was a pivotal civil rights law to address the dream of equitable education for all children on the mainland and in U.S. territories. The ESEA was followed by the Bilingual Education Act (BEA), signed by President Johnson in 1968. The BEA specifically addressed the necessities of students whose dominant language was not English. Together these two Acts passed in the 1960s offered new government attention in the form of grants and programs for the purpose of providing bilingual education. Both Acts were reauthorized in their 50-year-plus history. Rather than dwell on the government documents themselves, this article examines the question: In what ways do research studies published in the Bilingual Research Journal inform and hold us accountable to the dream of equity-a dream that mandates equitable access to and opportunities for successful learning outcomes for children from all communities including immigrant communities? A qualitative analysis is used to address the question.

Latinx Teachers

Language, Literacy and Community

Handbook of Early Childhood Literacy

Welcome from the Program Chair

Gathering Words, Gathering Sueños, Making Conexiones

Challenging Damaging Ideologies

Routledge eBooks, Aug 25, 2020

Co-editors’ introduction: Alternative paradigms for identifying evidence-based interventions for English Learners

Bilingual Research Journal, Jan 2, 2018

Gracias a nuestra poeta valiente, Carmen Tafolla

Bilingual Research Journal, Oct 2, 2017

Dicen que Carmen quiere decir "Canto" "Música" o "Poema" en hebreo, significa "El jardín de Dios.... more Dicen que Carmen quiere decir "Canto" "Música" o "Poema" en hebreo, significa "El jardín de Dios." Carmen Tafolla, nuestra poeta valiente, brings stories to children delivering words in the sounds of the border-English, Español, and Tex-Mex. Her garden songs feed the children and sustain their healthy development. Teresa significa "milagrosa," "de origen divino," o "la cazadora." El diminutivo de Teresa es Tere, and Tere is the promise of our community. If Tere's teachers give her daily doses of "dirty" language, "inferior" culture," "slow" girl, then poison seeps into her veins, and her spirit is trapped in a tunnel of shame. Such hurtful taunting dims the light within and outside of Tere. Is it right, to dim a child's light? Enseñar significa "ayudar a alguien a crecer." Carmen might add, by courageously culturalizing the curriculum, and I agree. Teaching ought to affirm, enlighten, and inspire learners into active participationparticipación en clases, en familias, y en la comunidad. At the same time, teaching must guarantee seguridad, libertad, y justicia. Teaching ought never be used to make children refugees of injustice. In Carmen's garden it is the responsibility of the teacher to see Tere, to learn her name. In Carmen's books Tere's world is reflected and connections are shared. In Carmen's classes the knowledge of families is welcomed. She collects their rich stories and traditions expressed in a myriad of language varieties. It is in this abundant garden where there is always a Spanglish light emerging, a whole new generation of Teres thriving. From your audience at AERA, ¡mil gracias!, Profe Carmen. You showed us that daily indignities have real consequences in children's lives. By outing Tere's personal pain you exposed the work to still be done. You asserted that collective well-being depends on cherishing Tere's language and culture, that all young people deserve to know their part in the canto, música, y poema, that success looks like Tere, looks like you, looks like us. ¡Mil gracias! a nuestra poeta valiente, Carmen Tafolla. Su voz nos eleva a ser mejores educadores, nudging us to listen intently a estudiantes chiquillos tanto como los grandes to invite their retellings of cuentos de sus padres y antepasados to color our world with words in any language that connects us to our humanity.

Coeditors’ introduction: Revisiting 50 years of challenges and possibilities

Bilingual Research Journal, Oct 2, 2018

This coeditors' introduction provides a broad historical reflection of the BEA followed by summar... more

Coeditors' Introduction: Home, School, and Program Influences on Bilingualism and Biliteracy

Bilingual Research Journal, Oct 1, 2012

Co-editors’ introduction: Early childhood education programs for Dual Language Learners: Opportunities and challenges

Bilingual Research Journal, Jul 3, 2019

Coeditors’ introduction: Ensuring the success of dual language programs through alignment of research, policy, and practice

Bilingual Research Journal, Jul 3, 2018

View related articles View Crossmark data Citing articles: 1 View citing articles Coeditors' intr... more View related articles View Crossmark data Citing articles: 1 View citing articles Coeditors' introduction: Ensuring the success of dual language programs through alignment of research, policy, and practice A growing body of research shows that dual language programs, both one-way and two-way models, are effective in closing achievement gaps between English Learners (ELs) and their non-EL peers (Thomas and Collier 2002; August and Shanahan 2006) and between ELs who participate in these programs and those who do not (Steele, et al., 2017). The articles in this issue of the Bilingual Research Journal (Volume 41, Number 3) add to this body of knowledge and emphasize the importance of fidelity of implementation of a shared program vision and adherence to pedagogical practices known to be effective for English Learners. However, contributing authors caution that dissonance between research, policy, and practice can make it difficult to achieve the goals of bilingualism and biliteracy, cross-cultural competence, and high academic achievement.

Traveling on the Biliteracy Highway: Educators Paving a Road toward Conocimiento

Palgrave Macmillan US eBooks, 2010

?n her explanation of the seven stages of conocimient? (reflective consciousness), Gloria Evangel... more ?n her explanation of the seven stages of conocimient? (reflective consciousness), Gloria Evangelina Anzaidua1 explains that this concept is embodied in the wisdom known in many cultures—that we walk in others’ shoes, that we love them as ourselves, that we empathize and sympathize with others from our own or a different group, and that we listen carefully to each others’ views. This is sound advice. So how can teachers develop this kind of consciousness work among young students in educational settings, particularly in classrooms with majority Latin@ students?

Co-editors’ introduction: The relationship between race and language in the 21<sup>st</sup> century

Bilingual Research Journal, Oct 2, 2017

“Figuring” Bidirectional Home and School Connections Along the Biliteracy Continuum

Bilingual Research Journal, May 4, 2015

This article centers on the significant practices identified by bilingual teachers who participat... more This article centers on the significant practices identified by bilingual teachers who participated in Proyecto Bilingüe, a specialized master’s degree program. The notion of bidirectional theory of bilingual pedagogy and the theoretical construct of the continua of biliteracy are utilized to illustrate how the teachers centered home and school connections in their curriculum. Specific analysis is done on the ways the teachers create spaces of authoring for themselves, for students, and for their families and communities. These authoring spaces served to elevate the status of bilingual education, bilingual teachers, bilingual learners, and the Spanish language. Sustaining dynamic exchange flows through bidirectional intent between home and school can have profound impact in social and academic outcomes.

Educational equity for emergent bilinguals: What’s wrong with this picture?

Bilingual Research Journal, Jan 2, 2022

In Search of the Civic Histories, Identities, and Experiences of Latina/o Immigrant Students

An Integrated Approach: Even Start Family Literacy Model for Migrant Families

Even Start family literacy is a comprehensive approach that focuses on the family unit, addressin... more Even Start family literacy is a comprehensive approach that focuses on the family unit, addressing language and literacy competence for children and adults through integrated educational activities. Four core program components build upon one another to support children's school success and literacy outcomes. The components are: (1) adult basic education, English language literacy, and GED preparation; (2) parent education about their children's language development, the importance of reading and story telling, and parental teaching strategies; (3) early childhood education to improve the language and emergent literacy skills of children aged birth to 8; and (4) parent and child "together time," during which parents play with their children and practice skills learned in the parent education component under the supervision of a staff member. The core components align with a strengths-oriented approach to family literacy that respects families' culture, language, and competencies. Even Start projects are required to form partnerships and collaborative agreements with school districts, other agencies, or community groups to avoid duplication of services and share resources. Steps in the process of building such working relationships are listed; home-based and center-based service delivery strategies are described; and practitioner strategies for improving migrant Even Start programs are discussed. (SV) Reproductions supplied by EDRS are the best that can be made from the original document.

Knowing English is Not Enough! Cultivating Academic Literacies Among High School Newcomers

The High School Journal, 2013

Secondary school teachers face remarkable challenges when they are asked to incorporate language ... more Secondary school teachers face remarkable challenges when they are asked to incorporate language objectives because the traditional approach to the education of English Language Learners (ELL) separates English language development from content instruction. The underlying assumption is that English language proficiency is a prerequisite for subject matter learning. Research shows this is a misconception. The qualitative research project described in this article investigated how a high school social studies teacher integrated language and content and how the newcomer students were able to demonstrate their understandings. Findings showed that the practice of historical inquiry through primary sources and document-based questions assisted students in developing English, academic vocabulary, and academic concepts in the learning of American history. In the spring of 2010, when the teacher deviated from the state's official curriculum through the use of digitized primary sources, notions of agency, empathy, and moral judgment played a significant role in the students' writings and use of historical reasoning. However, despite the use of historical inquiry and digitized primary sources, when there was tighter adherence to teaching the mandated curriculum in spring 2012, student expression and development of historical agency, empathy, and moral judgment was diminished or absent.

The Transformative Potential of Humanizing Pedagogy: Addressing the Diverse Needs of Chicano/Mexicano Students

The High School Journal, 2004

The purpose of this paper is to present an argument for understanding the factors that support or... more The purpose of this paper is to present an argument for understanding the factors that support or constrain the development of Chicana/o students' academic identities and consequently, their academic resiliency in high school. The article draws on a larger study investigating ways that schooling structures and teacher mind-sets can sustain students' ability to complete high school requirements. A subset of findings from a five-year ethnographic study in a high school in Colorado serves as the basis for a conceptual framework that honors what Chicana/o students identify as critical to their ability to succeed. Using observational data, interviews and an ethnographic perspective the article examines participating adolescents' understandings of key elements that fostered their academic resilience. These key elements are respeto (respect), confianza (mutual trust), consejos (verbal teachings) and buen ejemplos (exemplary models). Findings suggest that teachers who practice a humanizing pedagogy are instrumental in fostering healthy educational orientations among Chicana/o adolescents, which in turn results in their academic resiliency against all odds.

The Bilingual Research Journal: Dreams, possibilities, and necessity

Bilingual Research Journal, Oct 2, 2018

The Elementary and Secondary Education Act (ESEA), signed in 1965, was a pivotal civil rights law... more The Elementary and Secondary Education Act (ESEA), signed in 1965, was a pivotal civil rights law to address the dream of equitable education for all children on the mainland and in U.S. territories. The ESEA was followed by the Bilingual Education Act (BEA), signed by President Johnson in 1968. The BEA specifically addressed the necessities of students whose dominant language was not English. Together these two Acts passed in the 1960s offered new government attention in the form of grants and programs for the purpose of providing bilingual education. Both Acts were reauthorized in their 50-year-plus history. Rather than dwell on the government documents themselves, this article examines the question: In what ways do research studies published in the Bilingual Research Journal inform and hold us accountable to the dream of equity-a dream that mandates equitable access to and opportunities for successful learning outcomes for children from all communities including immigrant communities? A qualitative analysis is used to address the question.

Latinx Teachers