Scholarship on Linguistically Diverse Students
The Monterey Institute for English Learners (MIEL) is a hub for generating and disseminating information on best practices for working with multilingual students. The following publications align with the goals of MIEL to develop innovative research that highlights the experiences and identities of children from immigrant backgrounds.
Rodríguez-Valls, F. & García, S. (In press). Más allá de la A y la O: Dismantling Heteronormative Spanish. Multilingual Educator.
Nuñez, I. & García, S. (In press). Rising from the Margins: Critical Research on the Language and Literacy Pedagogies of Transnational Families of Color. Special Issue for the Journal of Language, Identity and Education.
Nuñez, I. & García-Mateus, S. (2021) Ruptures of Possibilities: Mexican Origin Mothers as Critical Translanguaging Pedagogues. Association of Mexican American Educators Journal.
García-Mateus, S., (2020). Bilingual Student Perspectives about Language Expertise in a Gentrifying Two-Way Immersion Program. International Journal of Bilingual Education and Bilingualism, 23 (3).
García-Mateus, S. (2020) “Yeah, Things are Rough in Mexico. Remember We Talked About Hard Times?” Process Drama and a Teachers Role in Critically Engaging Students to Dialogue About Social Inequities in a Dual Language Classroom. Urban Review, 53, 107–126
Palmer, D. & García-Mateus, S. (2022) Gentrification and bilingual education: A Texas TWBE school across seven years. Edited volume, Lexington Books.
Palmer, D. & García, S. (in press). Colonizing Hillside Elementary: The figured world of parent engagement at a (gentrifying) two-way bilingual school. Chapter 1, In K. Menken, J. Freire, & G. Delavan, Eds., Countering Gentrification in DLBE, Multilingual Matters.
García-Mateus, S. & Nuñez, I., & Urrieta, L. (2023). Identity Construction and Students in DLBE Classrooms. Book chapter in the book titled, The Handbook of Dual Language Bilingual Education. Eds. Juan A. Freire, Cristina Alfaro, and Ester de Jong. Routledge.
García-Mateus, S. (2023). “I feel it’s not about ability, it’s about power.” Bilingual Teachers’ Interpretation of a Gentrifying Two-way Immersion Program. Book chapter in the book titled, Gentrification and bilingual education: A Texas TWBE school across seven years. Eds.Deborah Palmer and Suzanne García-Mateus.
Showstack, R. & García-Mateus, S. (2022). Latinx Parents Raising Bilingual Children: An Exploration of the Monolingual Norm and Translanguaging in Family Language Practices. Book chapter in the book titled, Communicative Spaces in Bilingual Contexts: Discourses, Synergies and Counterflows in Spanish and English. Eds. Jessica Retis & Ana Sánchez Muñoz.
Nuñez, I. & García-Mateus, S. (2022). Interrogating our Interpretations and Positionalities: Latinx Researchers as Scholar Activists in Solidarity with Our Communities, Book Chapter in Critical Ethnography, Bi/Multilingualism, Race(ism) and Education. Eds: Stephen May and Blanca Caldas.
García-Mateus, S., Henderson, K., Tellez-Arste, M., Palmer, D., (2022). An Experienced Latina Bilingual Teacher and PreK Latinx Students in the Borderlands: Translanguaging Pedagogy as Humanizing Pedagogy. In O. Garcia & M. Sánchez (Eds.), Transformative translanguaging espacios: Latinx Students and their Teachers Rompiendo Fronteras Sin Miedo.
García-Mateus, S., Heiman, D, Strong, K.A., Palmer, D.K., (2020) One White Student’s Journey Through Six Years of Elementary Schooling: Uncovering Whiteness and Privilege in Two-way Bilingual Education, Book Chapter in Bilingualism for All? Raciolinguistic Perspectives on Dual Language Education. Editors: Nelson Flores, Nicholas Subtirelu, & Amelia Tseng. Multilingual Matters.
Rayo, A. & García-Mateus, S. (2022). Vitamina C for Cultura. (M. Samaniego, Illustrator.). Jade Publishing.
*Honorable mention (2022), Vitamina T for Tacos, International Latino Book Awards.
Rayo, A. & García-Mateus, S. (2021). Vitamina T for Tacos. (M. Samaniego, Illustrator.). Jade Publishing.
*Bronze Medal Award (2023), The Alma Flor Ada Best Latino Focused Children’s Picture Book Award for the co-authored book, Vitamina C for Cultura. International Latino Book Awards.
García-Mateus, S., (2022). Speak out for dual language education. Op-Ed for The Monterey Herald.
García-Mateus, S., (2021). Promoting Equitable and Socially Just Bilingual Education Programs. Op-Ed for The Californian. Published Jan. 23, 2021.
García-Mateus, S., (2020). Supporting Bilingual Students During Pandemic. Op-Ed for The Monterey Herald.
Avinieri, N., Blum, S.D., García-Mateus, S., Zentella, A.C., (2016). Save California Residents from a Language Drought: Vote ‘Yes’ This Fall. The Huffington Post [Online News].
Garcia-Mateus, S. (2023) Brief, The Role of Spanish at the Monterey Bay Aquarium, Monterey Bay Aquarium. Monterey, CA.
Tian, Z., Wong, J. & García-Mateus, S. (2021). Centering Translanguaging and Critical Consciousness in Chinese/English Dual Language Bilingual Education Programs. Brief for Branch Alliance for Educator Diversity. Austin, Texas.
Cavazos, A., García-Mateus, S., & Tian, Z. (2021). Translanguaging in Education: A Transdisciplinary Perspective.Brief for Branch Alliance for Educator Diversity. Austin, Texas.
García-Mateus, S., Wong, J.W., Chaparro, S., (2021) A Critical Perspective on the Educational Labeling of Multilingual Students in the United States. Brief for the American Association for Applied Linguistics.