Lenny Sánchez
Biographic Data
| ID | 3983110 |
|---|---|
| NAME | Lenny Sánchez |
| GIVEN NAMES | Lenny |
| FAMILY NAME | Sánchez |
| SIGNATURE | SANCHEZ L |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0001-6601-4673 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 5 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
“I Have Magic in My Mouf!”
Laying the Foundation for Imagination, Resistance, and Political-Ethical Becoming
Preview this article: Laying the Foundation for Imagination, Resistance, and Political-Ethical Becoming: Announcing the 2021–2022 Alan C. Purves Award Honorees: The 2022 Alan C. Purves Award Committee, Page 1 of 1 /docserver/preview/fulltext/rte/57/3/researchintheteachingofenglish32357-1.gif
That’s my mission”
Numerous complexities undergird how parents support the bilingual development of their young learners, especially in a predominantly monolingual-centric society. In this article, we highlight belief practices which informed parents' decision-making processes in supporting their children, who were enrolled in a diverse dual language immersion school in the Southeast U.S. Specifically, we focus on four ideological "investments" (Darvin & Norton, 20…
Collapsing the Space That Divides Us with Community Engaged Literacies
Too often, our reading lists center one‐size‐fits‐all authors and experiences that don’t make space for the wide array of cultures and histories that enliven our classrooms. Too often, our schools operate as if on an island, largely unaware of what is happening next door. Community engaged literacies, meaning‐making opportunities connecting local groups around historically‐steeped issues of local interest, offer one antidote to these common misst…
Using Disability Studies in Education (DSE) for Effective Literacy Instruction
The Disability Studies in Education (DSE) framework can support teachers as they develop inclusive lessons integrating diverse instructional texts. It promotes the concept that all learners can read, comprehend, and discuss complex texts and it can expand opportunities for students with disabilities to participate in the same learning contexts as their nondisabled peers. The purpose of this manuscript is to provide teachers with background on the…
Build a Better Book
This curriculum case study describes the design and enactment of the Build a Better Book project with a group of Spanish‐English bilingual high school students. Within an enriched literacy project‐based learning instructional approach, students collaborated to design and fabricate multimodal 3D printed tactile picture books for children who are blind or have visual impairment. We draw on project examples to present design principles and practices…
In México, I was someone, but here I am a nobody
In this article, we present parallel narratives of an immigrant youth and her mother who have had to maneuver continual and abrupt interruptions in family cohesiveness and other daily experiences due to anti-immigrant policies and the materialization of being cast beyond love. We highlight how they created spaces of self-transformational love and coalitional love to resist measures of exclusion and redraw how they participated in a divided world.…
Narrating Global Literacies
Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnational partnership constructed relationality into online story exchanges with each other. We focus on…
Creating Critically Engaged Classrooms through Community Literacies
This commentary argues for the need for creating critically engaged classrooms through community literacies. Community literacies provide teachers and students important opportunities to explore how they and others are shaped by and contribute to the designs and outcomes of their communities, which means classrooms offer the potential for teachers and students to create and live out transformative means for engaging communities. As the COVID pand…
Listening for the Literacy Story
This discussion advocates implementing literacy portraiture within school‐based literacy curriculum when working with culturally and linguistically diverse learners. Through this approach, practitioners can attend to the learner, focus on their voice, and listen for their literacy story to create portraits of their learners from holistic, humanizing, and asset‐based perspectives. While there are varied ways to compose literacy portraits, this dis…
Teaching Driving Literacies in a Community Language School
This case study describes the dynamics of a literacy curriculum that was collaboratively designed at a community language school. The curriculum teaches participants how to get a driver’s license in Massachusetts, focusing on the English language literacies necessary for passing the written and road tests. This case study describes the curriculum’s context, framework, and goals, and then details how the curriculum was designed and experienced by …
Living nan lonbraj la
Background Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students’ navigation of these experiences. Much is yet to be learned about the manifestation processes for these young people. This is especially true for Haitian immigrant young people as they encounter rac…
We Want to Live”
Preview this article: "We Want to Live": Teaching Globally through Cosmopolitan Belonging, Page 1 of 1 /docserver/preview/fulltext/rte/54/3/researchintheteachingofenglish30521-1.gif
Students as Photo Activists
Although widely accessible, photography continues to be underutilized as an educative tool. In this article, I discuss a need for photography to garner greater presence in the classroom, in particular as students link classroom learning to democratic pursuits. To facilitate this process, I propose photo activism as a useful mechanism for understanding the transformative nature of photo production, interpretation, and dissemination as photography …
Students as Photo Activists
Although widely accessible, photography continues to be underutilized as an educative tool. In this article, I discuss a need for photography to garner greater presence in the classroom, in particular as students link classroom learning to democratic pursuits. To facilitate this process, I propose photo activism as a useful mechanism for understanding the transformative nature of photo production, interpretation, and dissemination as photography …
Students as Photo Activists
Although widely accessible, photography continues to be underutilized as an educative tool. In this article, I discuss a need for photography to garner greater presence in the classroom, in particular as students link classroom learning to democratic pursuits. To facilitate this process, I propose photo activism as a useful mechanism for understanding the transformative nature of photo production, interpretation, and dissemination as photography …
Living nan lonbraj la
Background Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students’ navigation of these experiences. Much is yet to be learned about the manifestation processes for these young people. This is especially true for Haitian immigrant young people as they encounter rac…
We Want to Live”
Preview this article: "We Want to Live": Teaching Globally through Cosmopolitan Belonging, Page 1 of 1 /docserver/preview/fulltext/rte/54/3/researchintheteachingofenglish30521-1.gif
Narrating Global Literacies
Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnational partnership constructed relationality into online story exchanges with each other. We focus on…
Creating Critically Engaged Classrooms through Community Literacies
This commentary argues for the need for creating critically engaged classrooms through community literacies. Community literacies provide teachers and students important opportunities to explore how they and others are shaped by and contribute to the designs and outcomes of their communities, which means classrooms offer the potential for teachers and students to create and live out transformative means for engaging communities. As the COVID pand…
Listening for the Literacy Story
This discussion advocates implementing literacy portraiture within school‐based literacy curriculum when working with culturally and linguistically diverse learners. Through this approach, practitioners can attend to the learner, focus on their voice, and listen for their literacy story to create portraits of their learners from holistic, humanizing, and asset‐based perspectives. While there are varied ways to compose literacy portraits, this dis…
Teaching Driving Literacies in a Community Language School
This case study describes the dynamics of a literacy curriculum that was collaboratively designed at a community language school. The curriculum teaches participants how to get a driver’s license in Massachusetts, focusing on the English language literacies necessary for passing the written and road tests. This case study describes the curriculum’s context, framework, and goals, and then details how the curriculum was designed and experienced by …
Collapsing the Space That Divides Us with Community Engaged Literacies
Too often, our reading lists center one‐size‐fits‐all authors and experiences that don’t make space for the wide array of cultures and histories that enliven our classrooms. Too often, our schools operate as if on an island, largely unaware of what is happening next door. Community engaged literacies, meaning‐making opportunities connecting local groups around historically‐steeped issues of local interest, offer one antidote to these common misst…
Using Disability Studies in Education (DSE) for Effective Literacy Instruction
The Disability Studies in Education (DSE) framework can support teachers as they develop inclusive lessons integrating diverse instructional texts. It promotes the concept that all learners can read, comprehend, and discuss complex texts and it can expand opportunities for students with disabilities to participate in the same learning contexts as their nondisabled peers. The purpose of this manuscript is to provide teachers with background on the…
Build a Better Book
This curriculum case study describes the design and enactment of the Build a Better Book project with a group of Spanish‐English bilingual high school students. Within an enriched literacy project‐based learning instructional approach, students collaborated to design and fabricate multimodal 3D printed tactile picture books for children who are blind or have visual impairment. We draw on project examples to present design principles and practices…
In México, I was someone, but here I am a nobody
In this article, we present parallel narratives of an immigrant youth and her mother who have had to maneuver continual and abrupt interruptions in family cohesiveness and other daily experiences due to anti-immigrant policies and the materialization of being cast beyond love. We highlight how they created spaces of self-transformational love and coalitional love to resist measures of exclusion and redraw how they participated in a divided world.…
Laying the Foundation for Imagination, Resistance, and Political-Ethical Becoming
Preview this article: Laying the Foundation for Imagination, Resistance, and Political-Ethical Becoming: Announcing the 2021–2022 Alan C. Purves Award Honorees: The 2022 Alan C. Purves Award Committee, Page 1 of 1 /docserver/preview/fulltext/rte/57/3/researchintheteachingofenglish32357-1.gif
That’s my mission”
Numerous complexities undergird how parents support the bilingual development of their young learners, especially in a predominantly monolingual-centric society. In this article, we highlight belief practices which informed parents' decision-making processes in supporting their children, who were enrolled in a diverse dual language immersion school in the Southeast U.S. Specifically, we focus on four ideological "investments" (Darvin & Norton, 20…
“I Have Magic in My Mouf!”
Pedagogy (11 works) · Psychology (11 works) · Sociology (11 works) · Literacy, Media, and Education (8 works) · Multilingual Education and Policy (7 works) · Computer Science (6 works) · Literacy (6 works) · Mathematics education (6 works) · Political science (5 works) · Art (4 works)