Below is a list of the scholarship that our members have produced. All links to publications will open in a new window.
2026 (forthcoming)
Hibbs, B. (2026). Integrating instructional conversation pedagogy into ESOL teacher preparation. In P. A. Férez-Mora & Y. Coyle (Eds.), Pioneering socio-critical approaches in English as a foreign language (EFL) research (pp. 251–279). IGI Global.
Hornberger, N. H. (2026). Foreword. In S. A. Manan & A. Hajar (Eds.), Agency in Multilingual Education Policy and Practice in Asia (pp. xvi–xxii). Routledge.
Molina-Naar, M. (2026). A Theory-Driven Framework for EMI Faculty Learning and Program Design: Insights from Professional Development in Latin America. In Doran, M. & Rieker, J. (Eds.), Innovations in EMI faculty professional development: connecting program design, implementation, and impact. Springer.
Peña Dix, B., & Molina Naar, M. (2026). AI as an open ended dialogue: Language education beyond mastery and metrics (pp. 32–46). In F. Dervin & H. R’boul (Eds.), Lingua Ex Machina: AI, multilingualism and interculturality. Routledge.
2025
Aquino-Sterling, C., Ataide Pinhero, W., Carrizales, D., Chávez, R., Coronado, C., Kananu Kiramba, L., Mata, R., Molina Naar, M., & Valle, F. (2025). Bridging Divides: The Research–Policy–Practice Nexus in Bilingual Education and Bilingual Teacher Education in the United States / Tendiendo puentes: El nexo entre investigación, legislación y práctica educativa en educación bilingüe y formación docente bilingüe en los EUA. Bilingual Review / Revista Bilingüe, 37(2), 185–208. https://bilingualreviewjournal.org/index.php/br/issue/current
Aquino-Sterling, C., & Megale, A. H. (2025). Cultivating continuity and change in bilingual education: A comparative dialogue on the monoglossic–heteroglossic research–practice mismatch. In A. S. R. Carneiro, A. Megale, M. E. Batista, O. Vian Jr., & S. Mizan (Eds.), Desafios contemporâneos da linguística aplicada: Metodologias de pesquisa em foco (Vol. 4, pp. 124–137). São Paulo: Editora Unifesp.
Aquino-Sterling, C., Megale, A., & Pérez Cañado, M. L. (2025). Bi-/multilingual Education Research Around the World: Advances in the International and Comparative Dialogue / A pesquisa em educação bi-/multilíngue no mundo: Avanços no diálogo internacional e comparado. Introduction to the special issue. Bilingual Review / Revista Bilingüe, 37(2), 1–17. https://bilingualreviewjournal.org/index.php/br/issue/current
Back, M. (2025). From problem to right: Imaginative speculation on translanguaging in the world language classroom. Modern Language Journal, 1–19. https://doi.org/10.1111/modl.13016. Part of a guest-edited issue by Back, M., Peña-Pincheira, R. & Silva, D. (Eds.). (2025). Critical reflections on colonial pedagogies: Lessons learned for language teacher education. https://onlinelibrary.wiley.com/toc/15404781/2025/109/3
Banegas, D. L., & Sanchez, H. S. (Eds.). (2025). Social justice in English language teacher education in Latin America. Routledge.
Becker, A. (2025). Afterword: Context, Convergence, and Collaboration in Bi-/Multilingual Education Research / Epílogo: Contexto, convergencia y colaboración en la investigación en educación bi-/multilingüe. Bilingual Review / Revista Bilingüe, 37(2), 209–211. https://bilingualreviewjournal.org/index.php/br/issue/current
Bunch, G. C., James, B. M., & Lang, N. W. (2025). Challenging dominant conceptions of “Academic Language”: Preservice teachers’ shifting orientations in one teacher preparation course. TESOL Journal, 16(4), e70067. https://doi.org/10.1002/tesj.70067
DiCarlo, L., & Hoş, R. (2025). Unlocking the Linguistic Wealth: A Call for Bilingual Education in the Republic of Türkiye / Dilsel zenginliğin keşfi: Türkiye Cumhuriyeti'nde iki dilli eğitime bir çağrı. Bilingual Review / Revista Bilingüe, 37(2), 169–184. https://bilingualreviewjournal.org/index.php/br/issue/current
El Kadri, M., Santana, P., & Megale, A. H. (2025). Collaborative dialogue in shaping critical intercultural practices in a bilingual public school in Brazil. In C. Coombe, L. C. de Oliveira, & A. S. M. Rafi (Eds.), Professional learning and development in global language education (Vol. 1, pp. 139–165). New York: Routledge.
Facciani, C. (2025). Evolution of Language Policies in Italian Public Schools: A Focus on Multilingual Inclusion / Evoluzione delle politiche linguistiche nelle scuole pubbliche italiane: prospettive sull’inclusione multilingue. Bilingual Review / Revista Bilingüe, 37(2), 83–108. https://bilingualreviewjournal.org/index.php/br/issue/current
Feng, A., & Wang, L. (2025). Diversity and Uniformity in Multilingual Education in China: Balancing Tensions for Sustainability / 中国多语教育之多元与统一：张弛有度、平衡利弊、持续发展. Bilingual Review / Revista Bilingüe, 37(2), 68–82. https://bilingualreviewjournal.org/index.php/br/issue/current
Huang, B. H., Tian, Z., Wang, T., & Liaw, M. J.-J. (2025). An Investigation of Parents’ Decisions to Enroll in Mandarin-English Dual Language Immersion Programs. International Journal of Bilingual Education and Bilingualism. 28(3), 375-390. https://doi.org/10.1080/13670050.2024.2433140
Hibbs, B. (2025). Advancing ESOL pre-service teachers’ beliefs about cultural diversity through funds of identity. In J. S. Etim & A. S. Etim (Eds.), Diversity and inclusion in global business and education (pp. 371–404). IGI Global.
Hibbs, B. (2025). Embedding translanguaging into ESOL teacher education. In J. C. Bautista & J. Kim (Eds.), Global perspectives on issues and trends in educational translanguaging (pp. 119–150). IGI Global.
Hibbs, B. (2025). Exploring the relevancy of the funds of knowledge and identity approaches for pre-education majors. In L. B. Liu. N. Mohamed, C.-C. Lin, C. V. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 117–137). IGI Global.
Hibbs, B. (2025). Fostering pre-service teachers’ appreciation of students’ linguistic strengths via translanguaging: Empowering English learners. In T. Q. Tran & T. M. Duong (Eds.), Differentiated instruction, equity, and inclusion in language education (pp. 41–67). IGI Global.
Hibbs, B. (2025). Utilizing multicultural literature to develop pre-education majors’ views towards cultural diversity. In M. Kayyali (Ed.), International academic transformations and cross-border collaborations (pp. 173–193). IGI Global.
James, B. (2025). Exploring Linguistic Capital and Social Reproduction in “Elite” Bilingual Schools Across the Globe / Exploración del capital lingüístico y la reproducción social en escuelas bilingües de “élite” a nivel mundial. Bilingual Review / Revista Bilingüe, 37(2), 27–50. https://bilingualreviewjournal.org/index.php/br/issue/current
Kaasby, M., & Hornberger, N. H. (2025). Biliteracy Metaphor Analysis: Examining multilingual, multicultural pupils’ interpretation of canon literature. Journal of Language, Identity and Education, 24(2), 316–332.
López, M. P. S., Martínez-Álvarez, P., Pangket-Rosario, W. F., Puma-At, P. K., & Chomapoy-Wangwang, S. H. (2025). Pre-service Teachers’ Experiences With Multilingual Practices in Bontoc (Philippines): Learning to Value a Thoughtful and Agentive Approach to Translanguaging / Karanasan ng mga Pre-service Teacher sa multilingguwal na praktika sa Bontoc (Pilipinas): Pagkatutong pahalagahan ang mapanlikha at makahulugang lapit sa translanguaging. Bilingual Review / Revista Bilingüe, 37(2), 109–137. https://bilingualreviewjournal.org/index.php/br/issue/current
Lu, X., & Tian, Z. (2025). Translanguaging in a Culturally and Linguistically Diverse Mandarin FLES Program. Foreign Language Annals. 58(3), 556–579. https://doi.org/10.1111/flan.70011
Megale, A., Liberali, F., El Kadri, M. S., & Rangel Clemesha, S. A. (2025). Bilingual Education in Brazil: Navigating Global and Local Dynamics / Educação bilíngue no Brasil: Navegando entre dinâmicas globais e locais. Bilingual Review / Revista Bilingüe, 37(2), 51–67. https://bilingualreviewjournal.org/index.php/br/issue/current
Molina-Naar, M. & Tejada- Sánchez, I. (2025). English-Medium Instruction (EMI) teachers’ discourses and the configuration of their identities in two Colombian Universities. In Mirhosseini, S.A.& De Costa, P.I. (Eds.), Critical English-medium instruction in Higher Education (pp. 107-125). Cambridge University Press.
Nguyen, A., & Tian, Z. (2025). “It’s Always Been on My Mind”: Asian American Bilingual Teachers’ Approaches in Centering Asian American Studies in Urban Dual Language Programs. Educational Studies. 61(2), 166-192. https://doi.org/10.1080/00131946.2025.2482787
Ramos, P. R., & Mata, R. (2025). Embracing Linguistic Diversity: A Comprehensive Study of Bi-multilingual Education in Spain / Apuntes para un estudio integral de la educación bilingüe en España. Bilingual Review / Revista Bilingüe, 37(2), 138–168. https://bilingualreviewjournal.org/index.php/br/issue/current
Rice, R., & Aquino-Sterling, C. (2025). Intercultural communication competence matters: Rethinking argumentative writing. In M. Vetter, T. Daniels-Lerberg, D. Driscoll, & M. K. Stewart (Eds.), Writing spaces: Readings on writing (Vol. 7). https://writingspaces.org
Tejada-Sánchez, I., & Molina-Naar, M. (2025). English medium instruction practices in the internationalized university: The cases of Colombia and South Korea. International Journal of Educational Research, 114, Article 102654. https://doi.org/10.1016/j.ijer.2025.102654
Wong, C.-Y., & Tian, Z. (2025). Maximizing Students’ Content and Language Development: The Pedagogical Potential of Translanguaging in a Chinese Immersion Setting. Learning and Instruction. 95, 102023-102049. https://doi.org/10.1016/j.learninstruc.2024.102023
2024
Avila-Mendoza, A., Fúnez-Flores, J. I., Oliveira de Paula, K., & Ramasubramanian, A. (2024). What is translanguaging and raciolinguistics doing in the field of curriculum studies? Journal of Curriculum and Pedagogy, 21(3), 372–387. https://doi.org/10.1080/15505170.2024.2380324
El Kadri, M., & Megale, A. H. (2024). Translanguaging in early bilingual education in Brazil: Proposals from the Global Kids Portfolio. In A. Welp & R. F. Maciel (Eds.), Transformative practices in translanguaging classrooms (Vol. 1, pp. 70–82). Porto Alegre: Zouk.
García-Abellán, A. I. (2024). Early literacy acquisition in EFL and bilingual settings: Some insights from research. En A. Andúgar Soto, N. Martínez-León, & B. Cortina-Pérez (Eds.), Multilingual pedagogies for early years: Theoretical insights and innovative approaches. Peter Lang. Andugar, A., & García-Abellán, A. I. (2023). Defining CLIL Contents for Preschool. In Handbook of CLIL in Pre-primary Education (pp. 45–61). Springer International Publishing.
Geyer, S. & Müller, A. (2024). On the use of (second) language acquisition research for grammar education – a language acquisition-sensitive approach. In K. Zaychenko & H. Härtl (Hrsg.), Depicting Grammatical Categories in Theoretical Linguistics and Language Education. Reihe: Trends in Applied Linguistics (S. 121-141). Berlin: DeGruyter.
Hibbs, B. (2024). Applying the funds of identity approach to teacher education: Theory and practice. In D. Sargent & K. Murphy (Eds.), Transforming teacher preparation through identity, development, and effective technologies (pp. 1–42). IGI Global.
Hibbs, B. (2024). Expanding pre-education students’ beliefs about race and ethnicity through multicultural children’s literature. In M. Zhou, J. Thompson, & T. Brown (Eds.), Antiracist research on K-12 education and teacher preparation: Policy making, pedagogy, curriculum, and practices (pp. 25–60). Rowman & Littlefield.
Hibbs, B. (2024). Fostering pre-service teacher candidates’ sense of advocacy through the funds of knowledge approach. In N. Ramsay-Jordan & A. Crenshaw (Eds.), Supporting activist practices in education (pp. 125–147). IGI Global.
Kirsch, C., & Hornberger, N. H. (2024). Multiple lenses to understand and shape multilingual literacy practices in early childhood education. Language, Culture, and Curriculum, 37 (3), 289–309.
Kvietok, F & Ramirez, J. (2024). Bilingüismo, pedagogías multilingües y la colonialidad del lenguaje en la educación superior en EIB. Revista Brasileira de Linguística Aplicada, 24(2), e21353. https://doi.org/10.1590/1984-6398202421353
Megale, A. H. (2024). Bilingual education in Brazil: Local threads in global dialogue (Vol. 1, 136 p.). São Paulo: Macmillan Education do Brasil.
Megale, A. H., & El Kadri, M. (2024). Visions, courage, and aspirations: Interculturality in Brazil’s early childhood bilingual education. In Actas del IX Congreso Internacional sobre Enseñanza Bilingüe (CIEB 2023) (Vol. 1, pp. 165–175). Guadalajara: MEET US Education Services S.L.
Megale, A. H., & Liberali, F. C. (2024). CLIL in Brazil: Revisiting CLIL through a critical lens. In Y. R. de Zarobe & D. L. Banegas (Eds.), Content and language integrated learning in South America (Vol. 46, pp. 49–66). London: Springer.
Molina-Naar, M. (2024). Multilingual practices and disciplinary-based functions of language in EMI classrooms in Latin America: Insights from Brazil, Colombia, and Mexico. In Yuksel, D., Altay, M., & Curle, S. (Eds.), Multilingual and translingual practices in English-medium instruction (pp 31-47), Bloomsbury Publishing plc.
Tian, Z., & Wong, K. M. (2024). Principal Agency Fifty Years After the Lau Decision: Building and Sustaining Bilingual Education Programs for Asian Languages. Language Policy, 23(4), 451-478. https://doi.org/10.1007/s10993-024-09706-6
Tian, Z., Wong, J. W., & García, S. (2024). An Urgent Call to Center AsianCrit in Chinese/English Dual Language Bilingual Education Programs. International Multilingual Research Journal. 1-15. https://doi.org/10.1080/19313152.2024.2377876
2023
Anzures, A. & Kvietok, F. (2023). Authorities at play in Indigenous language reclamation: tensions and possibilities in the Yucatan Peninsula. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 42(5), 621-648. https://doi.org/10.1515/multi-2022-0091
De Korne, H, Córdova-Hernandez, & Kvietok, F. (2023). ‘Youth in language endangerment and reclamation processes’. En B. A. Svendsen & R. Jonsson (Eds.) The Routledge Handbook on Language & Youth Culture. London: Routledge. 108-120.
Hibbs, B. (2023). Advancing elementary-level language students’ linguistic and cultural competencies through children’s and adolescent literature. In A. Garcés-Manzanera & M.E.C. García (Eds.), New approaches to the investigation of language teaching and literature (pp. 290–309). IGI Global.
Hibbs, B. (2023). Developing pre-service teachers’ beliefs about cultural diversity through multicultural children’s literature. In J. McLaughlin (Ed.), Literary imagination and professional knowledge: Using literature in teacher education (pp. 143–161). Myers Education Press.
Hornberger, N. H. (2023). Afterword: Decolonizing multilingual Colombia. In N. Miranda, A.-M. de Mejía, & S. Valencia Giraldo (Eds.), Language Education in Multilingual Colombia Critical Perspectives and Voices from the Field (pp. 299–308). Routledge.
Hornberger, N. H., & De Korne, H. (2023). Minoritized/Indigenous language revitalisation. In L. Wei, Z. Hua, & J. Simpson (Eds.), The Routledge Handbook of Applied Linguistics (2nd ed., Vol. 2, pp. 349–361). Routledge.
Kvietok, F. (2023). Migrant bilingual youth, family and school language policy: ethnographic insights for urban Quechua education. International Journal of the Sociology of Language, 2023(280), 143-166. https://doi.org/10.1515/ijsl-2022-0016
Kvietok, F. & Chaparro, S. (2023). Raciolinguistic ideologies’. In McKinney, C., Makoe, P. & Zavala, V. (Eds.), The Routledge Handbook of Multilingualism. London: Routledge. 47-62.
Kvietok, F. & Hornberger, N.H. (2023). Bringing the language forward: Engagements with Quechua language planning and policy. Introduction to Special Issue. International Journal of the Sociology of Language, 2023(280), 1-12. https://doi.org/10.1515/ijsl-2022-0017
2022
Hilsdorf, C., Liberali, F. C., & Megale, A. H. (2022). For a politically engaged and socioculturally just language education through critical multimodal literacy in Brazilian contexts. In S. Brown & L. Hao (Eds.), Multimodal literacies in young emergent bilinguals: Beyond print-centric practices (Vol. 1, pp. 86–102). Bristol: Multilingual Matters.
Kvietok, F, Maurial, M., & Guzman, I. (2022). Hacia una investigación descolonizadora: aportes para la enseñanza de la investigación en programas de formación superior en educación intercultural bilingüe en el Perú. Dialogo Andino. Número especial: Interculturalidad y educación. 67, 112-123.
Miranda, N. & Molina-Naar, M. (2022). Profiling English-medium instruction in Colombian universities: Policies and practices. In Galloway, N. & McKinley, J. (Eds.), English-medium instruction practices in higher education: International perspectives (pp. 111-124). Bloomsbury Publishing plc.
2021
Kvietok, F. (2021). Bilingüismo e identidad juvenil: aportes etnográficos para la enseñanza del quechua en secundarias urbanas. Revista Peruana de Investigación Educativa. 13(14), 25-52. https://doi.org/10.34236/rpie.v13i14.292
Kvietok, F. (2021). Llegando a secundaria les ha dado amnesia…ya no quieren hablar: Indigenous speakerhood socialization and the creation of language deniers in Quechua education. Linguistics and Education, 61, 100888. https://doi.org/10.1016/j.linged.2020.100888
Zavala, V. & Kvietok, F. (2021). Una mirada al lenguaje desde los repertorios, registros y recursos de los hablantes. Textos. Didáctica de la lengua y de la literatura. 94 – Octubre 21.
2020
Singh, S., Molina-Naar, M., & Ehlers, S. (2020). Policies for professionalisation in adult learning and education: A comparative study from India, Colombia and Denmark. Andragogical Studies, 2020(2), 33-61. https://doi.org/10.5937/andstud2002033s
Tejada-Sánchez, I., & Molina-Naar, M. (2020). English medium instruction and the internationalization of higher education in Latin America: A case study from a Colombian university. Latin American Journal of Content & Language Integrated Learning, 13(2), 339–367. https://doi.org/10.5294/laclil.2020.13.2.8
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