Anna Mendoza
Datos Biográficos
| ID | 5434834 |
|---|---|
| NOMBRE | Anna Mendoza |
| NOMBRES | Anna |
| APELLIDO | Mendoza |
| FIRMA | MENDOZA A |
| AFILIACIONES | University of Hawaiʻi at Mānoa |
| ORCID | 0000-0003-4323-0423 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 39 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
AI and the simplification of task design
This commentary begins by summarizing Jeon et al.’s (2025) concerns about Generative Artificial Intelligence (GenAI)’s tendency to standardize language, followed by Hu’s (2026) response, on how to bring Artificial Intelligence (AI) into teaching (academic) writing in ways that allow for negotiation of forms. My own response, given the bigger picture, is whether AI needs to be used at all. First, as a former English for Academic Purposes (EAP) wri…
Cacti
This paper introduces an instrument, the Classroom Approaches to CLIL and Translanguaging Inventory (CACTI), to help primary and secondary teachers and academic researchers collaboratively develop awareness of bi/multilingual practices when academic subjects are taught in English. While teachers can develop explicit awareness of their language policies and practices, and of critical gaps that require action toward more equitable and productive le…
Only a cog in a machine
Shaping ideologies at the micro level
Purpose: Research on bi/multilingual oral interactions in English-medium instruction (EMI) is often concerned with how languages the teacher and/or students speak can be used for pedagogical scaffolding processes. In contrast, this paper aims to investigate how stylization of languages, including those that teacher and students only speak minimally, can likewise be harnessed for important pedagogical and interpersonal purposes. Methodology: I con…
Sustaining Critical Approaches to Translanguaging in Education
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Teachers’ Awareness and Management of the Social, Cultural, and Political Indexicalities of Translanguaging
Translanguaging scholars have debated whether dismantling boundaries between “named” languages is necessary for social justice in education. To explore this issue, we examined teachers’ reported use of named languages or translanguaging in classroom activities. We used a survey as an interview protocol to compare the extent to which four primary teachers in different international settings implemented two types of bi/multilingual practices with a…
What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class
While much research on translanguaging is in bilingual and heritage language classrooms, it is under-researched in K-12 English-medium education. To better understand translanguaging in this context, this study applied interactional sociolinguistics, including analytical categories adapted from Conversation-for-Learning (Kasper and Kim, 2015; Kim, 2019), to a ninth grade English class in Honolulu with students from diverse linguistic backgrounds.…
Cacti
Motivation to learn languages other than English
The primary purpose of this investigation was to put forward critical research synthesis as a qualitative alternative to meta‐analysis in second language acquisition using as a case example studies published from 2005 to 2018 applying the L2 Motivational Self System (L2MSS) to learners of languages other than English (LOTEs). Since L2MSS research is methodologically diverse and meta‐analysis necessarily excludes literature that cannot be subjecte…
Measuring intra- and international linguistic competence
The author examines discourses of English as a Lingua Franca (ELF) and World Englishes (WEs) in the commercials for 2 standardized English tests: the International English Language Testing System for study abroad in English-dominant countries and the Canadian English Language Proficiency Index Program for Canadian permanent residency and citizenship. It illustrates how ELF and WEs, perceived as antithetical to Standard U.S. or U.K. English, have …
Preparing Preservice Educators to Teach Critical, Place‐Based Literacies
Secondary education means helping students develop a diverse repertoire of literacy skills, but the focus has been on disciplinary and digital literacies practiced by geographically distributed communities (an international, middle class curriculum) rather than on practices associated with orality, the trades, and minority, immigrant, and Indigenous knowledges. In contrast, critical approaches to literacy instruction recognize the need to incorpo…
Thwarted
This study took place in a 300-level Filipino class at Hawai’i's state university. Originally, the researchers intended to study how English-Filipino translanguaging, the use of linguistic features of different languages to achieve meaning-making, (1) supports development of academic writing skills in Filipino for heritage learners who have undergone subtractive bilingualism and (2) challenges the ideology of discrete languages and speech communi…
Motivation to learn languages other than English
The primary purpose of this investigation was to put forward critical research synthesis as a qualitative alternative to meta‐analysis in second language acquisition using as a case example studies published from 2005 to 2018 applying the L2 Motivational Self System (L2MSS) to learners of languages other than English (LOTEs). Since L2MSS research is methodologically diverse and meta‐analysis necessarily excludes literature that cannot be subjecte…
Sustaining Critical Approaches to Translanguaging in Education
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Cacti
Thwarted
This study took place in a 300-level Filipino class at Hawai’i's state university. Originally, the researchers intended to study how English-Filipino translanguaging, the use of linguistic features of different languages to achieve meaning-making, (1) supports development of academic writing skills in Filipino for heritage learners who have undergone subtractive bilingualism and (2) challenges the ideology of discrete languages and speech communi…
Measuring intra- and international linguistic competence
The author examines discourses of English as a Lingua Franca (ELF) and World Englishes (WEs) in the commercials for 2 standardized English tests: the International English Language Testing System for study abroad in English-dominant countries and the Canadian English Language Proficiency Index Program for Canadian permanent residency and citizenship. It illustrates how ELF and WEs, perceived as antithetical to Standard U.S. or U.K. English, have …
Preparing Preservice Educators to Teach Critical, Place‐Based Literacies
Secondary education means helping students develop a diverse repertoire of literacy skills, but the focus has been on disciplinary and digital literacies practiced by geographically distributed communities (an international, middle class curriculum) rather than on practices associated with orality, the trades, and minority, immigrant, and Indigenous knowledges. In contrast, critical approaches to literacy instruction recognize the need to incorpo…
Thwarted
This study took place in a 300-level Filipino class at Hawai’i's state university. Originally, the researchers intended to study how English-Filipino translanguaging, the use of linguistic features of different languages to achieve meaning-making, (1) supports development of academic writing skills in Filipino for heritage learners who have undergone subtractive bilingualism and (2) challenges the ideology of discrete languages and speech communi…
Motivation to learn languages other than English
The primary purpose of this investigation was to put forward critical research synthesis as a qualitative alternative to meta‐analysis in second language acquisition using as a case example studies published from 2005 to 2018 applying the L2 Motivational Self System (L2MSS) to learners of languages other than English (LOTEs). Since L2MSS research is methodologically diverse and meta‐analysis necessarily excludes literature that cannot be subjecte…
What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class
While much research on translanguaging is in bilingual and heritage language classrooms, it is under-researched in K-12 English-medium education. To better understand translanguaging in this context, this study applied interactional sociolinguistics, including analytical categories adapted from Conversation-for-Learning (Kasper and Kim, 2015; Kim, 2019), to a ninth grade English class in Honolulu with students from diverse linguistic backgrounds.…
Cacti
Teachers’ Awareness and Management of the Social, Cultural, and Political Indexicalities of Translanguaging
Translanguaging scholars have debated whether dismantling boundaries between “named” languages is necessary for social justice in education. To explore this issue, we examined teachers’ reported use of named languages or translanguaging in classroom activities. We used a survey as an interview protocol to compare the extent to which four primary teachers in different international settings implemented two types of bi/multilingual practices with a…
Cacti
This paper introduces an instrument, the Classroom Approaches to CLIL and Translanguaging Inventory (CACTI), to help primary and secondary teachers and academic researchers collaboratively develop awareness of bi/multilingual practices when academic subjects are taught in English. While teachers can develop explicit awareness of their language policies and practices, and of critical gaps that require action toward more equitable and productive le…
Only a cog in a machine
Shaping ideologies at the micro level
Purpose: Research on bi/multilingual oral interactions in English-medium instruction (EMI) is often concerned with how languages the teacher and/or students speak can be used for pedagogical scaffolding processes. In contrast, this paper aims to investigate how stylization of languages, including those that teacher and students only speak minimally, can likewise be harnessed for important pedagogical and interpersonal purposes. Methodology: I con…
Sustaining Critical Approaches to Translanguaging in Education
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
AI and the simplification of task design
This commentary begins by summarizing Jeon et al.’s (2025) concerns about Generative Artificial Intelligence (GenAI)’s tendency to standardize language, followed by Hu’s (2026) response, on how to bring Artificial Intelligence (AI) into teaching (academic) writing in ways that allow for negotiation of forms. My own response, given the bigger picture, is whether AI needs to be used at all. First, as a former English for Academic Purposes (EAP) wri…
Sociology (11 obras) · Second Language Learning and Teaching (10 obras) · Multilingual Education and Policy (9 obras) · Pedagogy (9 obras) · Psychology (9 obras) · EFL/ESL Teaching and Learning (8 obras) · Linguistics (7 obras) · Computer Science (6 obras) · Mathematics education (5 obras) · Translanguaging (5 obras)