Alberto Esquinca
Biographic Data
| ID | 2555840 |
|---|---|
| NAME | Alberto Esquinca |
| GIVEN NAMES | Alberto |
| FAMILY NAME | Esquinca |
| SIGNATURE | ESQUINCA A |
| AFFILIATIONS | The University of Texas at El Paso |
| ORCID | 0000-0002-9982-1815 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Learning about translanguaging in two bilingual teacher preparation programs
In this article, our focus will be on two Hispanic Serving institutions (HSI’s) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, practices and ideologies does bilingual teacher faculty use to prepare candidates for translanguaging pedagogies at HSIs? We will focus on how teacher educators are pre…
Literacies of Design
Identity and Persistence Among Latinx Engineering Students at a
Drawing on ethnographic methods, this study employed a community cultural wealth framework to analyze the successful trajectories of 27 Latinx engineering/computer science students at a research-intensive HSI. Our findings uncovered four types of community cultural wealth leveraged by participants—aspirational, linguistic, social, and navigational—as well as one additional form of capital: positional. The study has implications for institutions a…
Exploring bilingual and dual language teachers’ perspectives on asset-based professional development in science and engineering
In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers’ perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional development in science and engineering (S&E). Our findings suggest that an asset-based, and content-language inte…
Literacies of Design
Engineering design in dual language
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered bil…
Is engineering for me?”
Building a Pathway to Engineering
This study draws on sociocultural perspectives of identity to understand the ways in which Mexican-origin undergraduate students are recruited into the “figured world” of engineering. The analysis of in-depth, ethnographically situated interviews with 14 participants revealed three sets of recurrent discourses in students’ accounts of their pathways to engineering: discourses about the family and the “choice” to study engineering, discourses abou…
The Role of Bilingualism in Shaping Engineering Literacies and Identities
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by the U.S. Department of Education’s Minority Science and Engineering Improvement Program (MSEIP) at a l…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Transfronteriza pre-service teachers managing, resisting, and coping with the demands of mathematical discourse
This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents…
Tranfronterizos' socialization into mathematical discourse
Studies of transfronterizos have highlighted the potential ways in which these students might draw on their linguistic, cultural, or knowledge capital on both sides of the border. However, because transfronterizos may cross borders to participate in institutional contexts, such as schooling, they can find themselves in the interstices of conflicting values and practices in institutions. For instance, discourse practices and ideologies might diffe…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
Identity and Persistence Among Latinx Engineering Students at a
Drawing on ethnographic methods, this study employed a community cultural wealth framework to analyze the successful trajectories of 27 Latinx engineering/computer science students at a research-intensive HSI. Our findings uncovered four types of community cultural wealth leveraged by participants—aspirational, linguistic, social, and navigational—as well as one additional form of capital: positional. The study has implications for institutions a…
The Role of Bilingualism in Shaping Engineering Literacies and Identities
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by the U.S. Department of Education’s Minority Science and Engineering Improvement Program (MSEIP) at a l…
Engineering design in dual language
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered bil…
Tranfronterizos' socialization into mathematical discourse
Studies of transfronterizos have highlighted the potential ways in which these students might draw on their linguistic, cultural, or knowledge capital on both sides of the border. However, because transfronterizos may cross borders to participate in institutional contexts, such as schooling, they can find themselves in the interstices of conflicting values and practices in institutions. For instance, discourse practices and ideologies might diffe…
Transfronteriza pre-service teachers managing, resisting, and coping with the demands of mathematical discourse
This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents…
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among transfronterizo and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students’ lang…
The Role of Bilingualism in Shaping Engineering Literacies and Identities
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by the U.S. Department of Education’s Minority Science and Engineering Improvement Program (MSEIP) at a l…
Building a Pathway to Engineering
This study draws on sociocultural perspectives of identity to understand the ways in which Mexican-origin undergraduate students are recruited into the “figured world” of engineering. The analysis of in-depth, ethnographically situated interviews with 14 participants revealed three sets of recurrent discourses in students’ accounts of their pathways to engineering: discourses about the family and the “choice” to study engineering, discourses abou…
Is engineering for me?”
Engineering design in dual language
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered bil…
Literacies of Design
Identity and Persistence Among Latinx Engineering Students at a
Drawing on ethnographic methods, this study employed a community cultural wealth framework to analyze the successful trajectories of 27 Latinx engineering/computer science students at a research-intensive HSI. Our findings uncovered four types of community cultural wealth leveraged by participants—aspirational, linguistic, social, and navigational—as well as one additional form of capital: positional. The study has implications for institutions a…
Exploring bilingual and dual language teachers’ perspectives on asset-based professional development in science and engineering
In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers’ perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional development in science and engineering (S&E). Our findings suggest that an asset-based, and content-language inte…
Literacies of Design
Learning about translanguaging in two bilingual teacher preparation programs
In this article, our focus will be on two Hispanic Serving institutions (HSI’s) located on the US/Mexico Border and their bilingual teacher preparation faculty because they enroll a significant population of bilingual Latinx preservice teachers. We specifically ask What policies, practices and ideologies does bilingual teacher faculty use to prepare candidates for translanguaging pedagogies at HSIs? We will focus on how teacher educators are pre…
Sociology (10 works) · Psychology (9 works) · Pedagogy (8 works) · Mathematics education (7 works) · Computer Science (6 works) · Multilingual Education and Policy (6 works) · Second Language Learning and Teaching (6 works) · Bilingual education (5 works) · Social science (5 works) · EFL/ESL Teaching and Learning (4 works)