María E Torres-Guzmán
Biographic Data
| ID | 217331 |
|---|---|
| NAME | María E Torres-Guzmán |
| GIVEN NAMES | María E |
| FAMILY NAME | Torres-Guzmán |
| SIGNATURE | TORRES-GUZMÁN M E |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0002-4575-1030 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
García, Ofelia
Ofelia García, Professor in the PhD Program in Urban Education and Hispanic and Luso‐Brazilian Literatures and Languages at the Graduate Center at the City University of New York, is a renowned international scholar in the fields of bilingual and multilingual education, the education of minoritized language groups, language policy, and the sociology of language.
The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention
This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to …
Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
Preparing Bilingual Teachers: Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture
This study draws upon a survey of writing conceptions and cultural dispositions data, as well as multimodal compositions allowing bilingual teacher candidates to recursively explore and deepen the relationships between language, identity, and culture in learning. We found that teacher candidates did rethink the relationships through the multimodal tool. Moreover, their epistemic writing conceptions were correlated with high intercultural disposit…
‘Now I see how my students feel’: Expansive learning in a language awareness workshop
This study looks at a case study research on a language awareness workshop in a New York public school with a dual language (Spanish/English) program. A learner-centred lesson, taught in Spanish, focused on basic personal information exchanges for in-service teachers who taught only in English and who had some limited knowledge of Spanish. The instructors’ charge was to teach participants how to exchange basic personal information in Spanish. Wor…
Methodologies and teacher stances: How do they interact in classrooms
In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish–English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of m…
El Euskera a Mi Me Gusta”: Parental Attitudes of Basque Country Immigrants
Within this study, we examine the nexus of immigrant parents' language attitudes and motivations towards a lesser-spoken, endangered language and the revitalization efforts in the Basque Country, Spain. Attitudes and motivations are conceptualized as multileveled, relational, and dynamically constructed within their immediate and broader sociocultural context rather than solely as characteristics of individuals that are transmitted intergeneratio…
Teacher Study Groups: In Search of Teaching Freedom
By looking at teacher collaborative structures in an urban public elementary school, this article demonstrates how, in the face of top-down school decisions under the pressures of high-stakes testing and assessment-driven curriculum, teachers can find the power and freedom for creative and effective pedagogy to flourish. We describe how teachers at PS165 created the spaces for working together and how these spaces brought new opportunities for (a…
Modelo B/Dual Language Programmes in the Basque Country and the USA
In this paper, we undertake a cross-national comparison of early partial immersion programmes, known as dual language or Modelo B programmes, in the USA and the Basque Country in Spain, respectively.We attempt to make sense of their growth, the expanded social uses of the minority languages, and address seemingly contradictory pedagogical principles. In both settings, the growth and the expansion of the use of the minority language in new social …
Self-Designated Dual-Language Programs: Is There a Gap Between Labeling and Implementation
The United States has seen a tremendous growth in dual-language programs over the last decade. This rapid growth brings up questions about the congruency between labels and implementation. Our experiences observing some of the programs and listening to teachers talk about the programs in New York City led us to propose that many of the self-designated dual-language programs stray from even the minimal guidelines for such programs. Our study inves…
Defining and Documenting Success for Bilingual Learners: A Collective Case Study
This article examines the difficulties inherent to measuring bilingual program success and the need for broader and fairer assessment strategies for bilingual students. Drawing from our collective case study, we confirm that there are significant data sources available and accessible to the schools/programs but that their formats are not easily comprehensible for schools attempting to showcase their programs. We also report how the collection and…
Stories about differences in a collaborative with middle school students
Urban Bilingual Teachers and Mentoring for the Future
Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
Preparing Bilingual Teachers: Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture
This study draws upon a survey of writing conceptions and cultural dispositions data, as well as multimodal compositions allowing bilingual teacher candidates to recursively explore and deepen the relationships between language, identity, and culture in learning. We found that teacher candidates did rethink the relationships through the multimodal tool. Moreover, their epistemic writing conceptions were correlated with high intercultural disposit…
Self-Designated Dual-Language Programs: Is There a Gap Between Labeling and Implementation
The United States has seen a tremendous growth in dual-language programs over the last decade. This rapid growth brings up questions about the congruency between labels and implementation. Our experiences observing some of the programs and listening to teachers talk about the programs in New York City led us to propose that many of the self-designated dual-language programs stray from even the minimal guidelines for such programs. Our study inves…
Urban Bilingual Teachers and Mentoring for the Future
Defining and Documenting Success for Bilingual Learners: A Collective Case Study
This article examines the difficulties inherent to measuring bilingual program success and the need for broader and fairer assessment strategies for bilingual students. Drawing from our collective case study, we confirm that there are significant data sources available and accessible to the schools/programs but that their formats are not easily comprehensible for schools attempting to showcase their programs. We also report how the collection and…
Urban Bilingual Teachers and Mentoring for the Future
Stories about differences in a collaborative with middle school students
Defining and Documenting Success for Bilingual Learners: A Collective Case Study
This article examines the difficulties inherent to measuring bilingual program success and the need for broader and fairer assessment strategies for bilingual students. Drawing from our collective case study, we confirm that there are significant data sources available and accessible to the schools/programs but that their formats are not easily comprehensible for schools attempting to showcase their programs. We also report how the collection and…
Modelo B/Dual Language Programmes in the Basque Country and the USA
In this paper, we undertake a cross-national comparison of early partial immersion programmes, known as dual language or Modelo B programmes, in the USA and the Basque Country in Spain, respectively.We attempt to make sense of their growth, the expanded social uses of the minority languages, and address seemingly contradictory pedagogical principles. In both settings, the growth and the expansion of the use of the minority language in new social …
Self-Designated Dual-Language Programs: Is There a Gap Between Labeling and Implementation
The United States has seen a tremendous growth in dual-language programs over the last decade. This rapid growth brings up questions about the congruency between labels and implementation. Our experiences observing some of the programs and listening to teachers talk about the programs in New York City led us to propose that many of the self-designated dual-language programs stray from even the minimal guidelines for such programs. Our study inves…
Teacher Study Groups: In Search of Teaching Freedom
By looking at teacher collaborative structures in an urban public elementary school, this article demonstrates how, in the face of top-down school decisions under the pressures of high-stakes testing and assessment-driven curriculum, teachers can find the power and freedom for creative and effective pedagogy to flourish. We describe how teachers at PS165 created the spaces for working together and how these spaces brought new opportunities for (a…
Methodologies and teacher stances: How do they interact in classrooms
In this paper I focus on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish–English dual-language education setting in New York City. Grounded in sociocultural and semiotic theory, I examined the segment in which the teacher reads from the written text in front of the children, that is, when s/he engages in the (re)voicing of the text. Distinct patterns of m…
El Euskera a Mi Me Gusta”: Parental Attitudes of Basque Country Immigrants
Within this study, we examine the nexus of immigrant parents' language attitudes and motivations towards a lesser-spoken, endangered language and the revitalization efforts in the Basque Country, Spain. Attitudes and motivations are conceptualized as multileveled, relational, and dynamically constructed within their immediate and broader sociocultural context rather than solely as characteristics of individuals that are transmitted intergeneratio…
‘Now I see how my students feel’: Expansive learning in a language awareness workshop
This study looks at a case study research on a language awareness workshop in a New York public school with a dual language (Spanish/English) program. A learner-centred lesson, taught in Spanish, focused on basic personal information exchanges for in-service teachers who taught only in English and who had some limited knowledge of Spanish. The instructors’ charge was to teach participants how to exchange basic personal information in Spanish. Wor…
Preparing Bilingual Teachers: Mediating Belonging With Multimodal Explorations in Language, Identity, and Culture
This study draws upon a survey of writing conceptions and cultural dispositions data, as well as multimodal compositions allowing bilingual teacher candidates to recursively explore and deepen the relationships between language, identity, and culture in learning. We found that teacher candidates did rethink the relationships through the multimodal tool. Moreover, their epistemic writing conceptions were correlated with high intercultural disposit…
Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention
This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to …
García, Ofelia
Ofelia García, Professor in the PhD Program in Urban Education and Hispanic and Luso‐Brazilian Literatures and Languages at the Graduate Center at the City University of New York, is a renowned international scholar in the fields of bilingual and multilingual education, the education of minoritized language groups, language policy, and the sociology of language.
Sociology (13 works) · Pedagogy (11 works) · Psychology (11 works) · Mathematics education (10 works) · Computer Science (7 works) · Multilingual Education and Policy (7 works) · Second Language Learning and Teaching (5 works) · Bilingual education (4 works) · Linguistics (4 works) · Teacher Education and Leadership Studies (4 works)