Alexandra Babino
Biographic Data
| ID | 4446496 |
|---|---|
| NAME | Alexandra Babino |
| GIVEN NAMES | Alexandra |
| FAMILY NAME | Babino |
| SIGNATURE | BABINO A |
| AFFILIATIONS | East Texas A&M University |
| ORCID | 0000-0002-6618-3335 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Healing the Bilingual Bodymindspirit
This article examines the role of emotions in bilingual teacher educators’ biliteracy trajectories, arguing that emotions are central—not peripheral—to theorizing critical biliteracies. Guided by the questions, What role did emotions play in our biliteracy journeys? and What do our emotions reveal about inequitable school systems?, we engaged in virtual pláticas en acompañamiento to share and analyze our life-long biliteracy experiences. Using te…
Dimensions of Equity in the Science of Reading Research
The Science of Reading (SoR) movement is positioned as a pathway to equity in literacy development, yet little is known about how equity is defined and enacted within SoR scholarship. This systematic review examined 36 peer‐reviewed studies published between 2014 and 2024 that addressed both SoR and equity. Using a framework of nine equity dimensions, we analyzed how equity was conceptualized and operationalized across this body of research. Find…
English-medium teachers as policymakers through critical translingual literacy instruction
Many classrooms include students who use multiple languages other than the school-sanctioned or teacher's language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates…
Whose Bilingualism Counts? Juxtaposing the Sanctioned and Subaltern Languaging of Two Dual Language Teachers
As bilingual scholarship increasingly examines who counts in bilingual education, we join the conversation by exploring how two DLBE teachers' languaging is often marginalized, even in bilingual education contexts. In this comparative case study, we draw from the testimonios of two differently racialized DLBE teachers (one of Mexican and one Persian heritage) in the U.S. to answer the research questions: (a) Which forms of languaging do the DLBE …
Caminos de convivencia
In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the redesign of three bilingual teacher preparation courses. Focused on holistic biliteracies and a Lati…
Being a conduit and culprit of white language supremacy
In this manuscript, two normalistas-teachers, who are Women of Color in the United States, reflected on our experiences as educators. In a chronological narrative structure, we each told stories related to our experiences with languages and literacy. Using Anzaldúa’s autohistoria-teoría—a decolonial research methodology—we constructed situated knowledge based on our personal reflections of our experiences. More specifically, we uncovered ways we …
Multiple pathways to multilingual investment
The children of (im)migrants are the fastest growing population in U.S. schools at the same time there is increased anti-(im)migrant discourse, creating a unique linguistic ecology for its students. These multinational, multilingual, and multicultural students often encounter mononational, monolingual, and monocultural ideologies in their schools and communities. The result is that potentially hybridized learning contexts turn into sites of strug…
Remodeling dual language programs
Dual language (DL) programs experience many tensions stemming from English hegemony in its curriculum, instruction, and assessment. These tensions often work in concert to usurp the three goals of DL programs to develop bilingualism, biliteracy, and bicultural competence while achieving grade level standards for its students. Subsequently, there is need to understand how DL teachers can and do enact agency as language policymakers to create DL pr…
Same program, distinctive development
Using a mixed methods comparative case study, the researcher explored the dual language contexts at each school before examining the second- through fifth-grade Spanish and English reading biliteracy trajectories. While both campuses’ students experienced positive trajectories toward biliteracy by the end of fifth grade, each campus was characterized by different rates of biliteracy development, correlations between Spanish and English reading le…
I Like English Better”
This mixed-methodology study surveys 63 fifth graders in a one-way dual language school. Findings alarmingly indicate that although these students are native Spanish speakers in a school that delivers 50% of their instruction in Spanish, they prefer English both academically and socially. Subsequent interviews with 10 sample students of the larger study generate deeper understandings about how these students view their languages. If dual language…
Remodeling dual language programs
Dual language (DL) programs experience many tensions stemming from English hegemony in its curriculum, instruction, and assessment. These tensions often work in concert to usurp the three goals of DL programs to develop bilingualism, biliteracy, and bicultural competence while achieving grade level standards for its students. Subsequently, there is need to understand how DL teachers can and do enact agency as language policymakers to create DL pr…
I Like English Better”
This mixed-methodology study surveys 63 fifth graders in a one-way dual language school. Findings alarmingly indicate that although these students are native Spanish speakers in a school that delivers 50% of their instruction in Spanish, they prefer English both academically and socially. Subsequent interviews with 10 sample students of the larger study generate deeper understandings about how these students view their languages. If dual language…
Caminos de convivencia
In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the redesign of three bilingual teacher preparation courses. Focused on holistic biliteracies and a Lati…
Same program, distinctive development
Using a mixed methods comparative case study, the researcher explored the dual language contexts at each school before examining the second- through fifth-grade Spanish and English reading biliteracy trajectories. While both campuses’ students experienced positive trajectories toward biliteracy by the end of fifth grade, each campus was characterized by different rates of biliteracy development, correlations between Spanish and English reading le…
English-medium teachers as policymakers through critical translingual literacy instruction
Many classrooms include students who use multiple languages other than the school-sanctioned or teacher's language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates…
Whose Bilingualism Counts? Juxtaposing the Sanctioned and Subaltern Languaging of Two Dual Language Teachers
As bilingual scholarship increasingly examines who counts in bilingual education, we join the conversation by exploring how two DLBE teachers' languaging is often marginalized, even in bilingual education contexts. In this comparative case study, we draw from the testimonios of two differently racialized DLBE teachers (one of Mexican and one Persian heritage) in the U.S. to answer the research questions: (a) Which forms of languaging do the DLBE …
I Like English Better”
This mixed-methodology study surveys 63 fifth graders in a one-way dual language school. Findings alarmingly indicate that although these students are native Spanish speakers in a school that delivers 50% of their instruction in Spanish, they prefer English both academically and socially. Subsequent interviews with 10 sample students of the larger study generate deeper understandings about how these students view their languages. If dual language…
Same program, distinctive development
Using a mixed methods comparative case study, the researcher explored the dual language contexts at each school before examining the second- through fifth-grade Spanish and English reading biliteracy trajectories. While both campuses’ students experienced positive trajectories toward biliteracy by the end of fifth grade, each campus was characterized by different rates of biliteracy development, correlations between Spanish and English reading le…
Remodeling dual language programs
Dual language (DL) programs experience many tensions stemming from English hegemony in its curriculum, instruction, and assessment. These tensions often work in concert to usurp the three goals of DL programs to develop bilingualism, biliteracy, and bicultural competence while achieving grade level standards for its students. Subsequently, there is need to understand how DL teachers can and do enact agency as language policymakers to create DL pr…
Multiple pathways to multilingual investment
The children of (im)migrants are the fastest growing population in U.S. schools at the same time there is increased anti-(im)migrant discourse, creating a unique linguistic ecology for its students. These multinational, multilingual, and multicultural students often encounter mononational, monolingual, and monocultural ideologies in their schools and communities. The result is that potentially hybridized learning contexts turn into sites of strug…
Being a conduit and culprit of white language supremacy
In this manuscript, two normalistas-teachers, who are Women of Color in the United States, reflected on our experiences as educators. In a chronological narrative structure, we each told stories related to our experiences with languages and literacy. Using Anzaldúa’s autohistoria-teoría—a decolonial research methodology—we constructed situated knowledge based on our personal reflections of our experiences. More specifically, we uncovered ways we …
Whose Bilingualism Counts? Juxtaposing the Sanctioned and Subaltern Languaging of Two Dual Language Teachers
As bilingual scholarship increasingly examines who counts in bilingual education, we join the conversation by exploring how two DLBE teachers' languaging is often marginalized, even in bilingual education contexts. In this comparative case study, we draw from the testimonios of two differently racialized DLBE teachers (one of Mexican and one Persian heritage) in the U.S. to answer the research questions: (a) Which forms of languaging do the DLBE …
Caminos de convivencia
In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the redesign of three bilingual teacher preparation courses. Focused on holistic biliteracies and a Lati…
English-medium teachers as policymakers through critical translingual literacy instruction
Many classrooms include students who use multiple languages other than the school-sanctioned or teacher's language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates…
Dimensions of Equity in the Science of Reading Research
The Science of Reading (SoR) movement is positioned as a pathway to equity in literacy development, yet little is known about how equity is defined and enacted within SoR scholarship. This systematic review examined 36 peer‐reviewed studies published between 2014 and 2024 that addressed both SoR and equity. Using a framework of nine equity dimensions, we analyzed how equity was conceptualized and operationalized across this body of research. Find…
Healing the Bilingual Bodymindspirit
This article examines the role of emotions in bilingual teacher educators’ biliteracy trajectories, arguing that emotions are central—not peripheral—to theorizing critical biliteracies. Guided by the questions, What role did emotions play in our biliteracy journeys? and What do our emotions reveal about inequitable school systems?, we engaged in virtual pláticas en acompañamiento to share and analyze our life-long biliteracy experiences. Using te…
Multilingual Education and Policy (9 works) · Pedagogy (8 works) · Sociology (8 works) · Political science (7 works) · Second Language Learning and Teaching (7 works) · EFL/ESL Teaching and Learning (6 works) · Neuroscience of multilingualism (6 works) · Psychology (6 works) · Bilingual education (5 works) · Linguistics (5 works)