Luz A Murillo
Biographic Data
| ID | 151999 |
|---|---|
| NAME | Luz A Murillo |
| GIVEN NAMES | Luz A |
| FAMILY NAME | Murillo |
| SIGNATURE | MURILLO L A |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Emergent Bilingual Children Love reading… if We Let Them
They Didn't Teach Us Well”: Mexican‐Origin Students Speak Out About Their Readiness for College Literacy
This study reports on Mexican‐origin university students' perceptions of their K–12 literacy experiences and preparation for college‐level reading. Participants were first‐generation college students from Spanish‐dominant homes enrolled in a reading‐intensive course at a four‐year Hispanic‐serving institution. The study was conducted as part of an initiative to assist predominantly low‐income, Latino/Hispanic students enrolled in entry‐level read…
Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands
This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutier…
Theorizing Translanguaging and Multilingual Literacies Through Human Capital Theory
In this conceptual article we invite multilingual researchers to consider the concept of translanguaging through the lens of human capital theory. Our thinking about the interconnections among human capital, multilingualism, and translanguaging is motivated by our research in border colonias and other minoritized communities in South Texas, and we begin by describing these globalized Mexican diaspora communities located on the U.S.-Mexico border.…
Repositioning biliteracy as capital for learning: Lessons from teacher preparation at the US-Mexico border
This study explores biliteracy as understood and practiced in school and community contexts in a particular region of the US-Mexico borderlands, the Rio Grande Valley of southeast Texas. Drawing on capital theory, we contrast the ambivalent perceptions of Spanish/English biliteracy held by local pre-service and in-service educators with biliterate practices that are highly visible in the border communities where they live and teach. One objective…
Researching transfronterizo literacies in Texas border colonias
This study examines literacies practiced in bilingual households located in emerging communities along the Texas–Mexico border known as border colonias. Drawing on theoretical notions of space as geographic and temporal, the simultaneity of global and local forces at work in colonias, and expressions of agency that are ‘in between’ accommodation and resistance, we focus on the forms and practices of literacy that bilingual families are engaging i…
This Great Emptiness We Are Feeling: Toward a Decolonization of Schooling in Simunurwa, Colombia
This article examines the decolonization of schooling in an Arhuaco community in the Sierra Nevada de Santa Marta region of Colombia. Interweaving ethnographic description with accounts of key events that took place between 1915 and 2006, I trace the community's struggle to develop an Indigenous school capable of appropriating Western forms of knowledge while retaining Indigenous practices and beliefs. I describe how Indigenous educators incorpor…
Repositioning biliteracy as capital for learning: Lessons from teacher preparation at the US-Mexico border
This study explores biliteracy as understood and practiced in school and community contexts in a particular region of the US-Mexico borderlands, the Rio Grande Valley of southeast Texas. Drawing on capital theory, we contrast the ambivalent perceptions of Spanish/English biliteracy held by local pre-service and in-service educators with biliterate practices that are highly visible in the border communities where they live and teach. One objective…
This Great Emptiness We Are Feeling: Toward a Decolonization of Schooling in Simunurwa, Colombia
This article examines the decolonization of schooling in an Arhuaco community in the Sierra Nevada de Santa Marta region of Colombia. Interweaving ethnographic description with accounts of key events that took place between 1915 and 2006, I trace the community's struggle to develop an Indigenous school capable of appropriating Western forms of knowledge while retaining Indigenous practices and beliefs. I describe how Indigenous educators incorpor…
Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands
This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutier…
This Great Emptiness We Are Feeling: Toward a Decolonization of Schooling in Simunurwa, Colombia
This article examines the decolonization of schooling in an Arhuaco community in the Sierra Nevada de Santa Marta region of Colombia. Interweaving ethnographic description with accounts of key events that took place between 1915 and 2006, I trace the community's struggle to develop an Indigenous school capable of appropriating Western forms of knowledge while retaining Indigenous practices and beliefs. I describe how Indigenous educators incorpor…
Researching transfronterizo literacies in Texas border colonias
This study examines literacies practiced in bilingual households located in emerging communities along the Texas–Mexico border known as border colonias. Drawing on theoretical notions of space as geographic and temporal, the simultaneity of global and local forces at work in colonias, and expressions of agency that are ‘in between’ accommodation and resistance, we focus on the forms and practices of literacy that bilingual families are engaging i…
Repositioning biliteracy as capital for learning: Lessons from teacher preparation at the US-Mexico border
This study explores biliteracy as understood and practiced in school and community contexts in a particular region of the US-Mexico borderlands, the Rio Grande Valley of southeast Texas. Drawing on capital theory, we contrast the ambivalent perceptions of Spanish/English biliteracy held by local pre-service and in-service educators with biliterate practices that are highly visible in the border communities where they live and teach. One objective…
Theorizing Translanguaging and Multilingual Literacies Through Human Capital Theory
In this conceptual article we invite multilingual researchers to consider the concept of translanguaging through the lens of human capital theory. Our thinking about the interconnections among human capital, multilingualism, and translanguaging is motivated by our research in border colonias and other minoritized communities in South Texas, and we begin by describing these globalized Mexican diaspora communities located on the U.S.-Mexico border.…
They Didn't Teach Us Well”: Mexican‐Origin Students Speak Out About Their Readiness for College Literacy
This study reports on Mexican‐origin university students' perceptions of their K–12 literacy experiences and preparation for college‐level reading. Participants were first‐generation college students from Spanish‐dominant homes enrolled in a reading‐intensive course at a four‐year Hispanic‐serving institution. The study was conducted as part of an initiative to assist predominantly low‐income, Latino/Hispanic students enrolled in entry‐level read…
Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands
This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutier…
Emergent Bilingual Children Love reading… if We Let Them
Multilingual Education and Policy (6 works) · Pedagogy (5 works) · Sociology (5 works) · Psychology (4 works) · Bilingual education (3 works) · Literacy (3 works) · Political science (3 works) · Second Language Learning and Teaching (3 works) · Ambivalence (2 works) · Anthropology (2 works)