Sandra I Musanti
Biographic Data
| ID | 194313 |
|---|---|
| NAME | Sandra I Musanti |
| GIVEN NAMES | Sandra I |
| FAMILY NAME | Musanti |
| SIGNATURE | MUSANTI S I |
| AFFILIATIONS | The University of Texas Rio Grande Valley |
| ORCID | 0000-0002-1294-4434 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Dialogic Foundations of the "4-trans" Framework: Towards a Comprehensive and Dynamic Understanding of Multilingual Teacher Education
In this article, we develop the "4-trans" framework by reflecting on the way current multilingual teacher preparation scholarship has addressed translanguaging, transnationalism, transculturality, and transdisciplinarity either in compartmentalized or integrative manners. While current literature has addressed some "trans" intersections, we propose the enunciation of the "4-trans" as permeable and complementary principles in multilingual educatio…
Exploring the "4-trans" in Bi/Multilingual Teacher Education: Introduction to the Special Issue
In this introductory essay, the editors of the special issue on the 4-trans in bi/multilingual teacher education, highlight the contributions of one or more of the "4-trans" lenses-transnationalism, transculturalism, translanguaging, and transdisciplinarity-to explain, question, challenge, or propose new ways of understanding bi/multilingual teacher education. Eight articles that challenge monolithic perspectives of teacher education are presente…
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures
Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The ultimate purpose is to collectively develop a model of community-engaged pedagogy that will bridge scho…
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution
Despite emerging scholarship on translanguaging pedagogies and the potential Faculty Learning Communities (FLC) have on shifting pedagogical beliefs, there are limited studies that explore the impact a faculty learning community has on educators’ perceptions and reflections on translanguaging as a teaching and learning tool in higher education. The authors explore educators’ perceptions and enactment of translanguaging practices across discipline…
Translanguaging in higher education in the US: Leveraging students’ bilingualism
This case study explored how the translanguaging stance of two instructors from different disciplines was reflected in their course design, instructional decision-making, and interactions with students at a large Hispanic Serving Institution (HSI) in the state of Texas in the United States. The results of the study revealed that the instructors enacted a translanguaging stance in their syllabi and course design. The instructors used translanguagi…
Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing
Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore translanguaging practices of pre-service bilingual teachers in academic writing. Findings showed that L…
A Novice Bilingual Teacher's Journey: Teacher's Noticing as a Pathway to Negotiate Contradictory Teaching Discourses
This qualitative case study investigates a fourth grade novicebilingual teacher's repertoire of practice during her first year of teaching.Drawing on recent work on teacher noticing, the study explores how theteacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching whilequestioning practices and policies and how she negotiated contradictionsthrough multiple attempt…
Bilingual Elementary Teachers’ Reflections on Using Students’ Native Language and Culture to Teach Mathematics
In mathematics education, equity means that all students regardless of their language, ethnicity, gender, and socioeconomic status have the right to engage in high-quality classroom experiences that support meaningful mathematics learning (Secada, 1989, 1992, 1995). This is clearly stated in the National Council of Teachers of Mathematics (NCTM) Position Statement on Teaching Mathematics to English Language Learners and the Equity Principle of th…
Critical incidents and reflection: Turning points that challenge the researcher and create opportunities for knowing
Qualitative research makes it possible to reveal the often invisible but no less real complexities of social structures and opens venues for knowing human and social life more fully. Drawing on data from two qualitative research studies that used critical incidents as a device for investigating the nuances of human interaction within two educational settings, the authors look across the two studies to illuminate commonalities as well as differenc…
Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher 1
This case study investigates a professional development initiative in which a first-grade bilingual teacher engages in learning and teaching Cognitively Guided Instruction, a framework for understanding student thinking through context-rich word-problem lessons. The study explores (a) the impact of classroom-based professional development on a teacher's understanding of teaching mathematics to Latina/o students, and (b) issues of language and cul…
What Can We Learn From PT3
Critical incidents and reflection: Turning points that challenge the researcher and create opportunities for knowing
Qualitative research makes it possible to reveal the often invisible but no less real complexities of social structures and opens venues for knowing human and social life more fully. Drawing on data from two qualitative research studies that used critical incidents as a device for investigating the nuances of human interaction within two educational settings, the authors look across the two studies to illuminate commonalities as well as differenc…
Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing
Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore translanguaging practices of pre-service bilingual teachers in academic writing. Findings showed that L…
A Novice Bilingual Teacher's Journey: Teacher's Noticing as a Pathway to Negotiate Contradictory Teaching Discourses
This qualitative case study investigates a fourth grade novicebilingual teacher's repertoire of practice during her first year of teaching.Drawing on recent work on teacher noticing, the study explores how theteacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching whilequestioning practices and policies and how she negotiated contradictionsthrough multiple attempt…
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures
Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The ultimate purpose is to collectively develop a model of community-engaged pedagogy that will bridge scho…
Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher 1
This case study investigates a professional development initiative in which a first-grade bilingual teacher engages in learning and teaching Cognitively Guided Instruction, a framework for understanding student thinking through context-rich word-problem lessons. The study explores (a) the impact of classroom-based professional development on a teacher's understanding of teaching mathematics to Latina/o students, and (b) issues of language and cul…
What Can We Learn From PT3
Reflections on Language and Mathematics Problem Solving: A Case Study of a Bilingual First-Grade Teacher 1
This case study investigates a professional development initiative in which a first-grade bilingual teacher engages in learning and teaching Cognitively Guided Instruction, a framework for understanding student thinking through context-rich word-problem lessons. The study explores (a) the impact of classroom-based professional development on a teacher's understanding of teaching mathematics to Latina/o students, and (b) issues of language and cul…
Bilingual Elementary Teachers’ Reflections on Using Students’ Native Language and Culture to Teach Mathematics
In mathematics education, equity means that all students regardless of their language, ethnicity, gender, and socioeconomic status have the right to engage in high-quality classroom experiences that support meaningful mathematics learning (Secada, 1989, 1992, 1995). This is clearly stated in the National Council of Teachers of Mathematics (NCTM) Position Statement on Teaching Mathematics to English Language Learners and the Equity Principle of th…
Critical incidents and reflection: Turning points that challenge the researcher and create opportunities for knowing
Qualitative research makes it possible to reveal the often invisible but no less real complexities of social structures and opens venues for knowing human and social life more fully. Drawing on data from two qualitative research studies that used critical incidents as a device for investigating the nuances of human interaction within two educational settings, the authors look across the two studies to illuminate commonalities as well as differenc…
Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing
Translanguaging, or the complex, dynamic, and integrated linguistic practices of bilinguals have been recently identified as a pedagogical strategy to facilitate learning in bilingual classrooms. Given its potential implications for teacher preparation, a qualitative case study was conducted at a university on the Texas-Mexico border to explore translanguaging practices of pre-service bilingual teachers in academic writing. Findings showed that L…
A Novice Bilingual Teacher's Journey: Teacher's Noticing as a Pathway to Negotiate Contradictory Teaching Discourses
This qualitative case study investigates a fourth grade novicebilingual teacher's repertoire of practice during her first year of teaching.Drawing on recent work on teacher noticing, the study explores how theteacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching whilequestioning practices and policies and how she negotiated contradictionsthrough multiple attempt…
Translanguaging in higher education in the US: Leveraging students’ bilingualism
This case study explored how the translanguaging stance of two instructors from different disciplines was reflected in their course design, instructional decision-making, and interactions with students at a large Hispanic Serving Institution (HSI) in the state of Texas in the United States. The results of the study revealed that the instructors enacted a translanguaging stance in their syllabi and course design. The instructors used translanguagi…
Insights from a faculty learning community on translingual community-engaged pedagogy at a Hispanic serving institution
Despite emerging scholarship on translanguaging pedagogies and the potential Faculty Learning Communities (FLC) have on shifting pedagogical beliefs, there are limited studies that explore the impact a faculty learning community has on educators’ perceptions and reflections on translanguaging as a teaching and learning tool in higher education. The authors explore educators’ perceptions and enactment of translanguaging practices across discipline…
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation: Bridging Community, School, and University Cultures
Drawing on interview data collected as part of a qualitative study among thirty-two local educators and community advocates in the borderlands context of the Lower Rio Grande Valley (RGV), we inquire about the fundamental characteristics of being a community-engaged teacher for sustainable and equitable Latinx student teaching and learning. The ultimate purpose is to collectively develop a model of community-engaged pedagogy that will bridge scho…
Dialogic Foundations of the "4-trans" Framework: Towards a Comprehensive and Dynamic Understanding of Multilingual Teacher Education
In this article, we develop the "4-trans" framework by reflecting on the way current multilingual teacher preparation scholarship has addressed translanguaging, transnationalism, transculturality, and transdisciplinarity either in compartmentalized or integrative manners. While current literature has addressed some "trans" intersections, we propose the enunciation of the "4-trans" as permeable and complementary principles in multilingual educatio…
Exploring the "4-trans" in Bi/Multilingual Teacher Education: Introduction to the Special Issue
In this introductory essay, the editors of the special issue on the 4-trans in bi/multilingual teacher education, highlight the contributions of one or more of the "4-trans" lenses-transnationalism, transculturalism, translanguaging, and transdisciplinarity-to explain, question, challenge, or propose new ways of understanding bi/multilingual teacher education. Eight articles that challenge monolithic perspectives of teacher education are presente…
Pedagogy (11 works) · Psychology (10 works) · Sociology (10 works) · Mathematics education (7 works) · Qualitative research (5 works) · Second Language Learning and Teaching (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Multilingual Education and Policy (4 works) · Bilingual education (3 works)