Poster presentation at the American Educational Research Association, Washington, DC. An examination characterizing teacher talk in book club discussions for diverse middle school students. Roundtable presentation at the American Educational Research Association, Washington, DC. Assessing emerging bilinguals’ writing from a holistic lens in an elementary dual language context. "Hey! Today I will tell you about the water cycle!": Variations of Language Features in Third Grade Science Explanation Writing. Under ReviewĪvalos, M., Zisselsberger, M.
Empowering writers in today’s K-6 classroom. Journal of Literacy and Social Responsibility, 9, 26-41. Exploring the process of developing written mathematical explanations in a culturally and linguistically diverse fifth grade classroom. Delving into third space: Supporting writingĭevelopment in multilingual and multicultural settings. Hedgspeth(Eds.), Multilingual learners and academic literacies: Sociocultural contexts of literacy development in adolescents.
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Building teacher knowledge for Mathematics academic literacy and language acquisition: A framework for cross-disciplinary professional development. Journal of Education for Students Placed at Risk (JESPAR), 20, 58-78.Īvalos, M., Zisselsberger, M., Langer-Osuna, J. The formation of communities of practice inĪ network of schools serving culturally and linguistically diverse students. Journal of Cases in Educational Leadership, 19, 51-61. Whose language is legit? Intersections of race, ethnicity and language.
Toward a More Humanizing Pedagogy: Leveling the Cultural and Linguistic Capital of Students in a Fifth-Grade Writing Classroom. (Eds.), ELA teachers and ELL students: Preparing English language arts teachers to teach English language learners. Identifying the writing assets of emerging bilingual students: Toward preparing preservice English teachers for equitable assessment. National Reading Conference, Outstanding Research Award 2008īoston College, Dissertation Fellowship Award 2008īoston College, Summer Dissertation Development Award 2007 Recent Publications Peer Reviewed Academic Articles/Book Chapters/ Monographs National Council of Teacher of English, Cultivating New Voices 2010 Margarita serves as the mentor at Archbishop Borders K-8 Dual Language Community School in Baltimore, as well as several national editorial review boards for language and literacy journals. I am particularly interested in developing assessment tools that measure the cultural and linguistic competencies that multilingual and multicultural students bring to schooling. Gomez's research interests have centered on: 1) understanding the writing development of culturally and linguistically diverse (CLD) learners and 2) improving the literacy achievement of CLD students in urban settings. Margarita earned her doctoral degree in Language, Learning, and Literacy from Boston College, and was previously a bilingual elementary school teacher in California and an inclusive elementary teacher in New York. Her research aims to better understand how classroom contexts play a critical role for culturally and linguistically diverse students’ writing development. Margarita Gomez is an associate professor of literacy education at Loyola University Maryland, where she teaches courses in assessment and instruction of literacy and second language and literacy development. State University of New York at BinghamtonĬalifornia CLAD Teaching Credential California State University, Los Angelesīachelor of Arts Political Science and Communications Associate Professor of Literacy Educationīeatty Hall dialogue, reflecting together on what we know and do not know, we can then act critically to transform reality.” Paolo Freire Educationĭoctor of Philosophy Boston College, Chestnut Hill, MAĬurriculum and Instruction: Language, Learning & Literacy.
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