Ana Solano-Campos
Biographic Data
| ID | 4642249 |
|---|---|
| NAME | Ana Solano-Campos |
| GIVEN NAMES | Ana |
| FAMILY NAME | Solano-Campos |
| SIGNATURE | SOLANO-CAMPOS A |
| AFFILIATIONS | University of Massachusetts Boston |
| ORCID | 0000-0002-9987-6699 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
EduDisruptors
Eduinfluencers are educational entrepreneurs who sell or are compensated for promoting or endorsing educational services and products. Despite their ubiquity, research on eduinfluencers is a growing area of scholarship in need of further study. Importantly, there is a large teacher contingent on Instagram commonly using the hashtag #teachergram, many who can be described as eduinfluencers, leaving the teaching profession in record numbers and pos…
“A lot for one human to handle”
While the challenges that educators have faced during the COVID-19 pandemic are widely acknowledged, there is little scholarship that provides opportunities for teachers to share their stories. This article documents the journeys of two dual language bilingual education elementary teachers, one in Georgia and one in Texas, which were a part of a narrative inquiry into the experiences of United States educators during the COVID-19 pandemic. Ground…
Latinas Crossing and Building Bridges into Dual Language Bilingual Education
Beyond the Land of Thorns
Using an ethico-epistemic lens that integrates Latina decolonizing feminist thought, I examine the ways in which Latina dual language teachers in a Dual Language Bilingual Education (DLBE) program in Massachusetts mobilized epistemic authorship to address knowledge-based injustices that they experienced at work. The teachers enacted epistemic authorship by inscribing experiential, relational, and healing epistemic practices and communities as veh…
English as a Foreign Language Policy in Latin America
In the last four decades, many Latin American governments have positioned English learning and teaching as a national priority and incorporated it into state-supported políticas sobre lenguas extranjeras (foreign language policies) that position the English language as a desirable characteristic of their citizenry. I argue that this phenomenon is driven by the dynamic ways in which ideologies of neoliberalism and multilingualism have been reframe…
Spaces of dissonance in dual language
In this article, we examine the underexplored link between teacher sense-making and professional development on paired literacy approaches. Grounded in a year-long qualitative study in a Dual Language Bilingual Education (DLBE) program in Massachusetts, we recount the experiences of dual language teachers learning about and implementing a biliteracy strategy that connects oracy and literacy, Lotta Lara, for the first time. We found that teachers’…
Linguistically Responsive Teaching in Preservice Teacher Education
This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specif…
The Nicaraguan Diaspora in Costa Rica
This ethnographic case study explores Nicaragua-Costa Rica cross-border dynamics, one of the most important South-South migration flows in the Central American region. I identify practices that prevent Nicaraguan children in a Costa Rican classroom from consolidating transnational identities and networks during the school day. Specifically, I examine three types of disruptions-historical, social, and linguistic-as well as various ways in which st…
Bringing Latin America's 'Interculturalidad' into the Conversation
In recent years, scholarly conversations and debates have emerged on the distinctions among various approaches to address diversity in modern pluralistic societies. Yet, most of the literature written in English on diversity paradigms in the Americas comes from an Anglo-American perspective. In this article, I address this gap in the scholarship by examining the historical and sociocultural context of North American multiculturalism and intercult…
Bringing Latin America's 'Interculturalidad' into the Conversation
In recent years, scholarly conversations and debates have emerged on the distinctions among various approaches to address diversity in modern pluralistic societies. Yet, most of the literature written in English on diversity paradigms in the Americas comes from an Anglo-American perspective. In this article, I address this gap in the scholarship by examining the historical and sociocultural context of North American multiculturalism and intercult…
Bringing Latin America's 'Interculturalidad' into the Conversation
In recent years, scholarly conversations and debates have emerged on the distinctions among various approaches to address diversity in modern pluralistic societies. Yet, most of the literature written in English on diversity paradigms in the Americas comes from an Anglo-American perspective. In this article, I address this gap in the scholarship by examining the historical and sociocultural context of North American multiculturalism and intercult…
The Nicaraguan Diaspora in Costa Rica
This ethnographic case study explores Nicaragua-Costa Rica cross-border dynamics, one of the most important South-South migration flows in the Central American region. I identify practices that prevent Nicaraguan children in a Costa Rican classroom from consolidating transnational identities and networks during the school day. Specifically, I examine three types of disruptions-historical, social, and linguistic-as well as various ways in which st…
Linguistically Responsive Teaching in Preservice Teacher Education
This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specif…
English as a Foreign Language Policy in Latin America
In the last four decades, many Latin American governments have positioned English learning and teaching as a national priority and incorporated it into state-supported políticas sobre lenguas extranjeras (foreign language policies) that position the English language as a desirable characteristic of their citizenry. I argue that this phenomenon is driven by the dynamic ways in which ideologies of neoliberalism and multilingualism have been reframe…
Spaces of dissonance in dual language
In this article, we examine the underexplored link between teacher sense-making and professional development on paired literacy approaches. Grounded in a year-long qualitative study in a Dual Language Bilingual Education (DLBE) program in Massachusetts, we recount the experiences of dual language teachers learning about and implementing a biliteracy strategy that connects oracy and literacy, Lotta Lara, for the first time. We found that teachers’…
“A lot for one human to handle”
While the challenges that educators have faced during the COVID-19 pandemic are widely acknowledged, there is little scholarship that provides opportunities for teachers to share their stories. This article documents the journeys of two dual language bilingual education elementary teachers, one in Georgia and one in Texas, which were a part of a narrative inquiry into the experiences of United States educators during the COVID-19 pandemic. Ground…
Latinas Crossing and Building Bridges into Dual Language Bilingual Education
Beyond the Land of Thorns
Using an ethico-epistemic lens that integrates Latina decolonizing feminist thought, I examine the ways in which Latina dual language teachers in a Dual Language Bilingual Education (DLBE) program in Massachusetts mobilized epistemic authorship to address knowledge-based injustices that they experienced at work. The teachers enacted epistemic authorship by inscribing experiential, relational, and healing epistemic practices and communities as veh…
EduDisruptors
Eduinfluencers are educational entrepreneurs who sell or are compensated for promoting or endorsing educational services and products. Despite their ubiquity, research on eduinfluencers is a growing area of scholarship in need of further study. Importantly, there is a large teacher contingent on Instagram commonly using the hashtag #teachergram, many who can be described as eduinfluencers, leaving the teaching profession in record numbers and pos…
Sociology (8 works) · Pedagogy (6 works) · Linguistics (5 works) · Political science (5 works) · Bilingual education (4 works) · Dual language (4 works) · Multilingual Education and Policy (4 works) · Psychology (4 works) · Second Language Learning and Teaching (4 works) · Educator Training and Historical Pedagogy (3 works)