• RESEARCH AND PUBLICATIONS

    My research interests are: educational language policies, bilingual education, practices to support emergent bilinguals, translanguaging, and bilingualism as a resource in education.

     

    I am currently working on the following areas of research:

    • Implementation of professional development in support of emergent bilinguals
    • Translanguaging in dual language bilingual education classrooms
    • Teachers’ implementation of translanguaging pedagogy in ESL and bilingual education programs

    Those publications with hyperlinks have access to the text.

     

    Articles

    Sánchez, M.T., García, O. & Solorza, C. (2018). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37-51.

    García, O., & Sánchez, M.T. (2018). Transformando la educación de bilingües emergentes en el estado de Nueva York. Language, Education, and Multilingualism, 1, 138-156.

    Sánchez, M.T. (Winter-Spring 2012). District- and school-level collaboration between English language learners and special educators in the pre-referral and referral process. Urban Perspectives, 8(1), 5,10-11.

    Cortina, R. & Sánchez, M.T. (2007). Spanish bilateral initiatives for education in Latin America. PROSPECS, XXXVI (37), pp. 267-281.

    Sánchez, M.T. (2007, November). How teachers in Massachusetts experienced the passage of Question 2. Bilingual Basics, 9(2), pp. 18-22.

    Shirley, D., Hersi, A., MacDonald, E., Sánchez, M.T., Scandone, C., Skitmore, C., & Tutwiler, P. (2006). Bringing the community back in: Change, accommodation, and contestation in a school and university partnership. Equity & Excellence in Education, 39(1), pp. 27-36.

    Sánchez, M.T. & Brisk, M.E. (2004). Teachers’ assessment practices and understandings in a bilingual program. NABE Journal of Research and Practice, 2(2), pp. 193-213.

     

    Book Chapters in Edited Volumes

    Sánchez, M.T. (2016). Introduzione. In Sanfelici, L., & Firpo, E. La visione eteroglossica del bilinguismo: spagnolo lingua d’origine e Italstudio. Modelli e prospettive tra gli Stati Uniti e l’Italia. (pp. 11-13). Milano, Italy; LED.

    Menken, K., & Sánchez, M. T. (2016). Foreword. In O. García & T. Kleyn (Eds.) Translanguaging with multilingual students: Learning from classroom moments. New York, NY: Routlege.

    García, O., & Sánchez, M.T. (2015). Transforming schools with emergent bilinguals: The CUNY-NYSIEB Project. In I. Dirim et al. (Eds.) Impulse für die migrationsgesellschaft. Bildung, politik, und religion. Waxmann; Münster, Germany.

    de Jong, E. J., Arias, M.B. & Sánchez, M.T. (2010). Undermining teacher competences: Another look at the impact of restrictive language policies. In P. Gándara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies.

    Sánchez, M.T. (2008). Massachusetts and the English-Only Educational Legislation “Question 2”. Gonzales, J.M. (Ed.) Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage.

    Brisk, M.E. & Sánchez, M.T. (2006). What are the legal mandates for educating English language learners in Massachusetts? In R. Freeman & E. Hamayan (Eds.) Educating English language learners: A guide for administrators. (pp. 12-14) Philadelphia, PA; Caslon Publishing.

     

    Reports

    Sánchez, M.T., Espinet, I., & Seltzer, K. (2014). Supporting Emergent Bilinguals in New York: Understanding Successful School Practices. CUNY-NYSIEB, CUNY Graduate Center. New York, NY.

    Shakman, K., Riordan, J, Sánchez, M.T., DeMeo Cook, K., Fournier, R., and Brett, J. (2012). An examination of performance-based teacher evaluation systems in five states. (Issues & Answers Report, REL 2012–No. 129). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

    Louie, J., Sánchez, M.T., North, C., Cazabon, M., Mello, D., and Kagle, M. (2011). A descriptive analysis of state-supported formative assessment initiatives in New York and Vermont. (Issues & Answers Report, REL 2012–No. 112). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

    Sánchez, M.T.; McTigue, A.; Parker, C.; & Akbayin, B. (2011).
    Differences in the processes for identifying learning disabilities in ELs in three districts.
    AccELLerate!, 3(3), pp. 5-6.

    Sánchez, M.T., Parker, C., Akbayin, B., & McTigue, A. (2010). Processes and challenges in identifying learning disabilities among students who are English language learners in three New York State districts (Issues & Answers Report, REL 2010–No. 085). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

    Sánchez, M. T., Ehrlich, S., Midouhas, E., and O’Dwyer, L. (2009). Analyzing performance by grade 10 Hispanic high school students on the Massachusetts state assessment (Issues & Answers Report, REL 2009–No. 071). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

    LaPointe, M. A., Brett, J., Kagle, M., Midouhas, E., Sánchez, M. T., Oh, Y., and North, C. (2009). How state education agencies in the Northeast and Islands Region support data-driven decisionmaking in districts and schools (Issues & Answers Report, REL 2009–No. 072). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

     

    Manuscripts in Progress

    Menken, K., & Sánchez, M. T. (In preparation). Translanguaging in ESL programs as stance: Beyond pedagogy to language policy and ideology.

     

    Department of Curriculum & Teaching
    School of Education, Hunter College,
    The City University of New York
    695 Park Avenue, W924 New York, NY 10065
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