Mark B Pacheco
Biographic Data
| ID | 4636551 |
|---|---|
| NAME | Mark B Pacheco |
| GIVEN NAMES | Mark B |
| FAMILY NAME | Pacheco |
| SIGNATURE | PACHÊCO M B |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0002-9706-2704 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Engagement with language in study abroad
This study investigates the emergence and nature of engagement with language during short-term study abroad (STSA). Ten teacher-education students from the same sending university in South Korea participated in a 4-week programme hosted by a U.S. university, with emphasis on multiculturalism and English as a medium of classroom instruction. Adopting the framework of engagement with language and a case study method, the current study focuses on th…
Teachers' Ratings of Multilingual Learners' Science Skills
Though prior research has explored test score differences in science performance between multilingual learners (MLs) and non‐MLs, most assessments of multilingual learners' (MLs) science learning consist not of standardized test scores but of routine formative and summative assessments provided by teachers who work with them day‐to‐day. However, teachers' assessments of ML students' science skills may be uniquely different from other students. Th…
Phronesis and flourishing in school leadership
Enhancing multilingual participation in science practices through language scaffolding
Our study examines the scaffolding strategies employed by secondary biology teachers to support multilingual learners (MLs) in engaging with Science and Engineering Practices (SEPs). Rooted in sociocultural theory, we focus on the integration of academic language in disciplinary practices. Data from video-recorded observations of 12 secondary biology teachers’ lessons revealed diverse scaffolding at word, sentence, and discourse levels. Effective…
From concept to capacity
This exploratory, pre-experimental mixed methods study investigates whether a seven-month executive education program can support the development of practical wisdom (phronesis) among K–12 school leaders. Grounded in an applied leadership framework and situated within a community of practice, the program supported collaborative reflection, ethical deliberation, and structured leadership practice. Participants included leadership teams from seven …
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content, and science practices. The protocol is comprised o…
Multilingual learners’ exposure to science and language inputs in elementary school
As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and…
Teacher vulnerability as a pedagogical tool
Viewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video‐recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms th…
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms
This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to realize goals of learning English and content simulta…
Reclassification and Multilingual Learners' Science Achievement
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period…
Cultivating writerly virtues
With increased availability, accessibility, and capability of artificial intelligence (AI) tools, we argue that human processes of virtuous and multimodal composition can support meaningful communication. After defining our perspectives on writerly virtue and multimodality, we suggest how writers and their instructors might approach the use of AI tools in virtuous and multimodal writing and argue that writing processes promote human development, …
Scaffolding Multimodal Composition With Emergent Bilingual Students
Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More sp…
Emergent Bilingual Students and Digital Multimodal Composition
With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary cla…
Short‐Term Study Abroad in Tesol
In line with the fiscal, structural, and academic shifts in higher education, a growing number of universities in English‐speaking countries develop and deliver short‐term study‐abroad (STSA) programs that are shorter than a regular academic term, often under contract with sending universities and governments from non‐English‐speaking countries. Distinct from the well‐established scholarship in SA largely focused on American and European universi…
Translingual competence and study abroad
While study abroad (SA) has long been considered an opportunity for language learning, relatively little research has investigated how short-term SA programs hosted by Anglophone countries support varied aspects of sojourners’ language learning. To address this gap, the current study examined how 10 college students from a Korean university developed translingual competence (Canagarajah 2014 Canagarajah, S. 2014. “Theorizing a Competence for Tran…
Scaffolds, signs, and bridges
This study examines preservice teachers’ (PSTs) experiences with language ideologies in clinical placements across an academic year. Using methods derived from phenomenology, it explores how PSTs constructed and contested language ideologies about translanguaging in dual-language and transitional bilingual education elementary classrooms. Findings show that PST discourse evidenced ideologies of translanguaging as a bridge for connecting languages…
Spanish, Arabic, and “English‐Only”
This comparative case study explores the use of Spanish, Arabic, and English in two elementary classrooms where instruction is delivered primarily in English and teachers and students do not share proficiencies in students’ home languages. Using methods derived from ethnography of communication, the study examines how languages other than English ( LOTE s) become part of a community's shared repertoire of meaning‐making resources. Furthermore, it…
Multimodal codemeshing
Functional Systems that Afford and Constrain Elementary Teachers’ Adaptation of Instruction to Support Multilingual Students
As elementary teachers in U.S. public schools strive to adapt their instruction to support growing numbers of students learning English as an additional language, they must also navigate institutional constraints and affordances beyond their classroom-level interactions. Even as teachers plan and implement instruction within their own classrooms, their work is strongly influenced by the functional systems at the school and district levels. Despit…
Translanguaging Practices and Perspectives of Four Multilingual Teens
Increasingly, educational research suggests that translanguaging pedagogies can provide meaningful supports for English language learners. Yet, few studies examine how multilingual teens in English‐dominant settings independently translanguage to make sense of school and achieve their goals. In this study, we review definitions of translanguaging and shed light on the rich translanguaging practices of four transnational, multilingual teens in hig…
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language
Literacy research has not yet revealed how bilingual learners develop coherent and robust theories of language. Translation, however, provides emergent bilinguals (EL students) with opportunities to develop metalinguistic awareness, which can lead to a more complete conceptual framework for thinking about language and literacy. This preliminary research study sought to formulate an instructional approach (TRANSLATE: Teaching Reading and New Strat…
Across Languages, Modes, and Identities
We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resourc…
Identity and Language Learning
For Eva, a Polish immigrant learning English and working at a fast food restaurant in Canada, communicating with coworkers and customers requires more than applying the appropriate turn of phrase o
Putting Two and Two Together
FREE author podcast
Across Languages, Modes, and Identities
We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resourc…
Scaffolds, signs, and bridges
This study examines preservice teachers’ (PSTs) experiences with language ideologies in clinical placements across an academic year. Using methods derived from phenomenology, it explores how PSTs constructed and contested language ideologies about translanguaging in dual-language and transitional bilingual education elementary classrooms. Findings show that PST discourse evidenced ideologies of translanguaging as a bridge for connecting languages…
Short‐Term Study Abroad in Tesol
In line with the fiscal, structural, and academic shifts in higher education, a growing number of universities in English‐speaking countries develop and deliver short‐term study‐abroad (STSA) programs that are shorter than a regular academic term, often under contract with sending universities and governments from non‐English‐speaking countries. Distinct from the well‐established scholarship in SA largely focused on American and European universi…
Spanish, Arabic, and “English‐Only”
This comparative case study explores the use of Spanish, Arabic, and English in two elementary classrooms where instruction is delivered primarily in English and teachers and students do not share proficiencies in students’ home languages. Using methods derived from ethnography of communication, the study examines how languages other than English ( LOTE s) become part of a community's shared repertoire of meaning‐making resources. Furthermore, it…
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms
This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to realize goals of learning English and content simulta…
Putting Two and Two Together
FREE author podcast
Identity and Language Learning
For Eva, a Polish immigrant learning English and working at a fast food restaurant in Canada, communicating with coworkers and customers requires more than applying the appropriate turn of phrase o
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language
Literacy research has not yet revealed how bilingual learners develop coherent and robust theories of language. Translation, however, provides emergent bilinguals (EL students) with opportunities to develop metalinguistic awareness, which can lead to a more complete conceptual framework for thinking about language and literacy. This preliminary research study sought to formulate an instructional approach (TRANSLATE: Teaching Reading and New Strat…
Across Languages, Modes, and Identities
We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resourc…
Translanguaging Practices and Perspectives of Four Multilingual Teens
Increasingly, educational research suggests that translanguaging pedagogies can provide meaningful supports for English language learners. Yet, few studies examine how multilingual teens in English‐dominant settings independently translanguage to make sense of school and achieve their goals. In this study, we review definitions of translanguaging and shed light on the rich translanguaging practices of four transnational, multilingual teens in hig…
Multimodal codemeshing
Functional Systems that Afford and Constrain Elementary Teachers’ Adaptation of Instruction to Support Multilingual Students
As elementary teachers in U.S. public schools strive to adapt their instruction to support growing numbers of students learning English as an additional language, they must also navigate institutional constraints and affordances beyond their classroom-level interactions. Even as teachers plan and implement instruction within their own classrooms, their work is strongly influenced by the functional systems at the school and district levels. Despit…
Spanish, Arabic, and “English‐Only”
This comparative case study explores the use of Spanish, Arabic, and English in two elementary classrooms where instruction is delivered primarily in English and teachers and students do not share proficiencies in students’ home languages. Using methods derived from ethnography of communication, the study examines how languages other than English ( LOTE s) become part of a community's shared repertoire of meaning‐making resources. Furthermore, it…
Scaffolds, signs, and bridges
This study examines preservice teachers’ (PSTs) experiences with language ideologies in clinical placements across an academic year. Using methods derived from phenomenology, it explores how PSTs constructed and contested language ideologies about translanguaging in dual-language and transitional bilingual education elementary classrooms. Findings show that PST discourse evidenced ideologies of translanguaging as a bridge for connecting languages…
Translingual competence and study abroad
While study abroad (SA) has long been considered an opportunity for language learning, relatively little research has investigated how short-term SA programs hosted by Anglophone countries support varied aspects of sojourners’ language learning. To address this gap, the current study examined how 10 college students from a Korean university developed translingual competence (Canagarajah 2014 Canagarajah, S. 2014. “Theorizing a Competence for Tran…
Scaffolding Multimodal Composition With Emergent Bilingual Students
Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More sp…
Emergent Bilingual Students and Digital Multimodal Composition
With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary cla…
Short‐Term Study Abroad in Tesol
In line with the fiscal, structural, and academic shifts in higher education, a growing number of universities in English‐speaking countries develop and deliver short‐term study‐abroad (STSA) programs that are shorter than a regular academic term, often under contract with sending universities and governments from non‐English‐speaking countries. Distinct from the well‐established scholarship in SA largely focused on American and European universi…
Cultivating writerly virtues
With increased availability, accessibility, and capability of artificial intelligence (AI) tools, we argue that human processes of virtuous and multimodal composition can support meaningful communication. After defining our perspectives on writerly virtue and multimodality, we suggest how writers and their instructors might approach the use of AI tools in virtuous and multimodal writing and argue that writing processes promote human development, …
Multilingual learners’ exposure to science and language inputs in elementary school
As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and…
Teacher vulnerability as a pedagogical tool
Viewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video‐recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms th…
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms
This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to realize goals of learning English and content simulta…
Reclassification and Multilingual Learners' Science Achievement
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis‐à‐vis science test scores over a six‐year period…
Enhancing multilingual participation in science practices through language scaffolding
Our study examines the scaffolding strategies employed by secondary biology teachers to support multilingual learners (MLs) in engaging with Science and Engineering Practices (SEPs). Rooted in sociocultural theory, we focus on the integration of academic language in disciplinary practices. Data from video-recorded observations of 12 secondary biology teachers’ lessons revealed diverse scaffolding at word, sentence, and discourse levels. Effective…
From concept to capacity
This exploratory, pre-experimental mixed methods study investigates whether a seven-month executive education program can support the development of practical wisdom (phronesis) among K–12 school leaders. Grounded in an applied leadership framework and situated within a community of practice, the program supported collaborative reflection, ethical deliberation, and structured leadership practice. Participants included leadership teams from seven …
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content, and science practices. The protocol is comprised o…
Engagement with language in study abroad
This study investigates the emergence and nature of engagement with language during short-term study abroad (STSA). Ten teacher-education students from the same sending university in South Korea participated in a 4-week programme hosted by a U.S. university, with emphasis on multiculturalism and English as a medium of classroom instruction. Adopting the framework of engagement with language and a case study method, the current study focuses on th…
Teachers' Ratings of Multilingual Learners' Science Skills
Though prior research has explored test score differences in science performance between multilingual learners (MLs) and non‐MLs, most assessments of multilingual learners' (MLs) science learning consist not of standardized test scores but of routine formative and summative assessments provided by teachers who work with them day‐to‐day. However, teachers' assessments of ML students' science skills may be uniquely different from other students. Th…
Phronesis and flourishing in school leadership
Psychology (19 works) · Pedagogy (18 works) · Sociology (16 works) · Second Language Learning and Teaching (14 works) · Linguistics (13 works) · Mathematics education (13 works) · EFL/ESL Teaching and Learning (12 works) · Multilingual Education and Policy (12 works) · Computer Science (6 works) · Political science (5 works)