• RESEARCH AND PUBLICATIONS

    My research interests are: educational language policies and practices, bilingual education, translanguaging pedagogy, and bilingual teacher preparation.

    Those publications with hyperlinks have access to the text and/or the source.

     

    Books

    Sánchez, M. T. & García, O. (Eds.) (2022). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo. Multilingual Matters.

    The CUNY-NYSIEB Team (Eds.). (2020). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project. Routledge.

     

    Articles

    Menken, K., & Sánchez, M.T. (2019). Translanguaging in English-only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741-767. https://doi.org/10.1002/tesq.513

    Sánchez, M. T. & Menken, K. (2019). Ofelia García and the CUNY-NYSIEB Community: Symbiosis in furthering translanguaging pedagogy and practice. Journal of Multilingual Research and Practice, 9 (Article 12), 156-173.

    Collins, B., Sánchez, M.T., & España, C. (2019). Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1610354

    Sánchez, M.T., García, O. & Solorza, C. (2018). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37-51. https://doi.org/10.1080/15235882.2017.1405098

    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. & García, O. (2022). Introducción. Transforming educational espacios sin miedo. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. 1-15). Multilingual Matters.

    García, O. & Sánchez, M. T. (2022). The making of the language of U.S. Latinx: Translanguaging tejidos. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. 19-44). Multilingual Matters.

    Sánchez, M. T., Espinet. I. & Hunt, V. (2022). Student inquiry into the language practices de la comunidad: Rompiendo fronteras in a dual language bilingual program. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. 134-155). Multilingual Matters.

    Sánchez, M. T. (2022). Setting a path for transformación. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. 277-291). Multilingual Matters.

    Sánchez, M. T. (2021). Foreword: When docenti, studenti e le loro famiglie build una comunidad educativa plurilingue. V. Carbonara & A. Schibetta (Eds.), Unu, dy, sān! Proposte operative per la didattica plurilingue nella scuola del primo ciclo (pp. 9-10). Edizioni La Linea.

    Sánchez, M. T., & Espinet, I. (2021). Transforming our classrooms to embrace the students’ multilingualism through translanguaging pedagogy. In L. Mary, A. Young & A. Krüger (Eds.), Migration, multilingualism and education: Perspectives on inclusion (pp. 169-184). Multilingual Matters.

    Espinet, I., Sánchez, M. T., & Aponte, G. Y. (2021). Creating translanguaging inquiry spaces in bilingual classrooms. In E. Erling, J. Clegg, C. M. Rubagumya, & C. Reilly (Eds.), Multilingual learning and language supportive pedagogies in Sub-Saharan Africa (pp. 175-192). Routledge.

    Kleyn, T. & Sánchez, M. T. (2020). The backdrop and roadmap of a translanguaging project. In The CUNY-NYSIEB Team (Eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 41-50). Routledge.

    Espinet, I., Flores, N., Sánchez, M. T., & Seltzer, K. (2020). Different leaderships: Different times. In The CUNY-NYSIEB Team (Eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 53-66). Routledge.

    Sánchez, M. T. & Menken, K. (2020). Emergent Bilingual Leadership Teams: Distributed leadership in CUNY-NYSIEB schools. In The CUNY-NYSIEB Team (Eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 67-77). Routledge.

    Espinet, I., Aponte, G. Y., Sánchez, M. T., Figueroa, D. C. & Busone-Rodríguez, A. (2020). Interrogating language ideologies in the primary grades: A community language inquiry unit. In The CUNY-NYSIEB Team (eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 219-238). Routledge.

    Espinosa, C. M., Ascenzi-Moreno, L., Kleyn, T. & Sánchez, M. T. (2020). Transforming urban teacher education: The City University of New York. In The CUNY-NYSIEB Team (eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 257-270). Routledge.

    Menken, K., & Sánchez, M.T. (2020). Distributed leadership in schools with “Emergent Bilingual Leadership Teams” for collaborative decision making. In E. R. Crawford & L. M. Dorner (Eds.), Educational Leadership of Immigrants: Case Studies in Times of Change (chapter 16). New York, NY: Routledge.

    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.

    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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