Luis Javier Pentón Herrera
Biographic Data
| ID | 5429693 |
|---|---|
| NAME | Luis Javier Pentón Herrera |
| GIVEN NAMES | Luis Javier Pentón |
| FAMILY NAME | Herrera |
| SIGNATURE | HERRERA L J P |
| AFFILIATIONS | VIZJA University |
| ORCID | 0000-0002-8865-8119 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 22 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Pedagogies of Harmonies as Critical Love in English Language Education
As societies confront ongoing global instability, English language education faces an urgent responsibility to prepare learners not only for academic success but also for ethical, relational, and human engagement in an uncertain world. Language functions as a powerful medium through which individuals negotiate identity, connection, justice, and belonging, positioning it at the heart of pedagogical transformation. Yet, if language shapes how peopl…
Affective Multiliteracies
This article introduces the concept of affective multiliteracies as a new framework for English language education. While current approaches to multiliteracies have expanded the scope of literacy to include multimodal, cultural, and digital dimensions, they continue to emphasize what we define as outer literacies: visible, assessable, and performative skills used to engage with texts, tools, and external contexts. This emphasis often overshadows …
Justiça Social, Emoções e Decolonialidade na Formação de Professores de Línguas
Social Justice, Emotions and Decoloniality in Language Teacher Education
Social Justice, Emotions and Decoloniality in Language Teacher Education
Language Ideological Hierarchisation in Madrasa in Pakistan
This critical review examines the ideological hierarchisation of language within Pakistani Madaris as a lens into the entanglements of education, religion and identity in the Global South. The paper critiques how Arabic, Urdu and English are positioned across overlapping secular and religious systems by borrowing from concepts such as Bourdieu's symbolic power, critical theory and scholarship on the weaponisation of language. Given our focus on t…
Exilic epistemic displacement
This article examines how exile voices are epistemically displaced in global public discourse during moments of authoritarian political rupture. Drawing on discourse studies, social epistemology, and exile scholarship, the manuscript introduces and defines exilic epistemic displacement as a patterned social and discursive process through which interpretive authority is relocated away from individuals with lived experience of authoritarian repress…
The Hidden Curriculum of Gender Identity in L2 Classrooms
In this Teaching Issues contribution, we explore what we refer to as the hidden curriculum of gender identity in second language (L2) classrooms. We begin by introducing the concept of the hidden curriculum and situate it within the current sociopolitical and educational climate surrounding issues of gender identity in Teaching English to Speakers of Other Languages (TESOL) and applied linguistics. We then discuss two key considerations through w…
“English was a real help”
Aims and Objectives / Purpose / Research Questions: This qualitative case study investigates the role of multilingualism in the integration of Ukrainian refugee students in Polish schools following Russia’s 2022 invasion of Ukraine. It specifically asks: (1) What role does multilingualism play in the integration of Ukrainian refugee students in Polish schools? (2) How does proficiency in a commonly shared language influence the initial integratio…
Being and remaining a teacher
Purpose This study aims to explore how two Iranian English as a foreign language (EFL) teachers exercise agency within a neo-nationalist educational context that imposes ideological and cultural constraints on English language instruction. Drawing on the Douglas Fir Group’s (DFG) transdisciplinary framework and positioning theory, the paper investigates how teachers navigate macro- and meso-level policies while enacting agentive practices in thei…
Creating positive learning communities for diasporic indigenous students
Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also known as Latin America. In this article, we advocate for the creation of positive learning communities to best support diasporic Indigenous students in schools and beyond. Recommendations for educators include unders…
Transnational Tesol Practitioners’ Identity Tensions
In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity‐oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically,…
Examining raciolinguistic struggles in institutional settings
Me Gustaría que Habláramos También de mi Cultura”
This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018–2019) study took the form of a qualitative case study inquiry whose purpose was to explore how two Maya migrant youth from Guatemala experienced and negotiated language, culture, and identity in a suburban U.S. high school. Findings highlight the need …
Cultivating Calm and Stillness at the Doctoral Level
Academia is a stressful environment for students and professors alike. While pursuing a degree, students often experience emotional and psychological distress, which may affect their ability to balance their personal, financial, and professional lives. Similarly, faculty in higher education also experience undesired feelings and emotions such as burnout, stress, fear, insecurity, anxiety, depression, and burnout, connected to their job. The autho…
The Life and Works of Mariano Cubí y Soler
Mariano Cubi y Soler was a distinguished and prolific Spanish linguist in the 1800s in the United States, Latin America and Europe. A pioneer in the field of education, he published many works on Spanish language learning that soon became highly recognized as among the best academic publications in Spanish education during his time. Over the years his works have been forgotten and his groundbreaking efforts in the revitalization of Spanish langua…
An Ixil portrait
The growing presence of the Indigenous diaspora from Latin America is beginning to transform notions of Latinidad and Indigeneity in the United States. Yet, scant studies have focused on the experiences of Indigenous Latinx students in U.S. learning environments and on what is needed to ensure their academic success. In this article, I share the results of a portraiture qualitative research inquiry that explored the academic and social experience…
How to Behave and Why
This article presents an action research study conducted in an English for speakers of other languages (ESOL) newcomer classroom. The author engaged in meaningful teacher research to learn about the importance of exploring the topics of moral values and behavior through the lens of English learners (ELs). The reading project was carried out during seven instructional days, and participants had the opportunity to learn English while engaging in pu…
Explorando el spanglish
En este ensayo el autor, como maestro de inglés como segunda lengua (ESOL) y de español en una escuela secundaria pública, reflexiona sobre su conflicto al balancear el correcto uso del español y el inglés como entidades autónomas. Paralelamente, el autor comparte desde una perspectiva netamente imparcial el uso del spanglish en su salón de clase. De esta forma, este ensayo se divide en cuatro secciones: una introducción y breve definición del sp…
La Dra. Ana Echegoyen de Cañizares
La conocida Campaña de Alfabetización en Cuba tuvo sus inicios en el año 1960 y culminó en el 1961. Esta campaña nacional es considerada como uno de los sucesos más innovadores y significativos del siglo XX en América Latina. Sin embargo, sus comienzos y propulsores principales son muy poco conocidos en la historia actual. Este artículo tiene como propósito fundamental difundir los antecedentes de la Campaña de Alfabetización cubana de 1960, los …
Challenges facing Latinx Esol students in the Trump era
In this essay, two ESOL teachers reflect on the implications of the DACA program and the DREAM Act for undocumented Latinx ELs, their families, and their communities in the United States. Six testimonios from real undocumented ELs are shared with the vision of illustrating the real-life struggles these students and their families are exposed to in the Trump era. The authors’ vision is that these testimonios will shed light on the realities their …
Spanish Language Education in the United States
Language instruction and learning in United States educational programs date back to the 17 th century Among the most common languages taught at schools and universities were Latin, Greek, German, and French, while Spanish was not formally taught at an American institution until 1749. Since then, the works of important scholars such as Mariano Cub y Soler have provided the foundation for the success of the Spanish language in the United States. T…
Alfabetizando al alfabetizador
La población hispana en Estados Unidos continúa aumentando establemente y de forma rápida. Este incremento fértil y constante de hispanos ha reorganizado el matiz social del país y expone a los inmigrantes a unas realidades sociales, lingüísticas y educativas no conocidas anteriormente. Estudiantes inmigrantes hispanos aprendices del idioma inglés son inmersos en un sistema educativo completamente desconocido y se enfrentan a un reto lingüístico …
Transnational Tesol Practitioners’ Identity Tensions
In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity‐oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically,…
Me Gustaría que Habláramos También de mi Cultura”
This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018–2019) study took the form of a qualitative case study inquiry whose purpose was to explore how two Maya migrant youth from Guatemala experienced and negotiated language, culture, and identity in a suburban U.S. high school. Findings highlight the need …
Cultivating Calm and Stillness at the Doctoral Level
Academia is a stressful environment for students and professors alike. While pursuing a degree, students often experience emotional and psychological distress, which may affect their ability to balance their personal, financial, and professional lives. Similarly, faculty in higher education also experience undesired feelings and emotions such as burnout, stress, fear, insecurity, anxiety, depression, and burnout, connected to their job. The autho…
Creating positive learning communities for diasporic indigenous students
Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also known as Latin America. In this article, we advocate for the creation of positive learning communities to best support diasporic Indigenous students in schools and beyond. Recommendations for educators include unders…
An Ixil portrait
The growing presence of the Indigenous diaspora from Latin America is beginning to transform notions of Latinidad and Indigeneity in the United States. Yet, scant studies have focused on the experiences of Indigenous Latinx students in U.S. learning environments and on what is needed to ensure their academic success. In this article, I share the results of a portraiture qualitative research inquiry that explored the academic and social experience…
How to Behave and Why
This article presents an action research study conducted in an English for speakers of other languages (ESOL) newcomer classroom. The author engaged in meaningful teacher research to learn about the importance of exploring the topics of moral values and behavior through the lens of English learners (ELs). The reading project was carried out during seven instructional days, and participants had the opportunity to learn English while engaging in pu…
Challenges facing Latinx Esol students in the Trump era
In this essay, two ESOL teachers reflect on the implications of the DACA program and the DREAM Act for undocumented Latinx ELs, their families, and their communities in the United States. Six testimonios from real undocumented ELs are shared with the vision of illustrating the real-life struggles these students and their families are exposed to in the Trump era. The authors’ vision is that these testimonios will shed light on the realities their …
Alfabetizando al alfabetizador
La población hispana en Estados Unidos continúa aumentando establemente y de forma rápida. Este incremento fértil y constante de hispanos ha reorganizado el matiz social del país y expone a los inmigrantes a unas realidades sociales, lingüísticas y educativas no conocidas anteriormente. Estudiantes inmigrantes hispanos aprendices del idioma inglés son inmersos en un sistema educativo completamente desconocido y se enfrentan a un reto lingüístico …
La Dra. Ana Echegoyen de Cañizares
La conocida Campaña de Alfabetización en Cuba tuvo sus inicios en el año 1960 y culminó en el 1961. Esta campaña nacional es considerada como uno de los sucesos más innovadores y significativos del siglo XX en América Latina. Sin embargo, sus comienzos y propulsores principales son muy poco conocidos en la historia actual. Este artículo tiene como propósito fundamental difundir los antecedentes de la Campaña de Alfabetización cubana de 1960, los …
Challenges facing Latinx Esol students in the Trump era
In this essay, two ESOL teachers reflect on the implications of the DACA program and the DREAM Act for undocumented Latinx ELs, their families, and their communities in the United States. Six testimonios from real undocumented ELs are shared with the vision of illustrating the real-life struggles these students and their families are exposed to in the Trump era. The authors’ vision is that these testimonios will shed light on the realities their …
Spanish Language Education in the United States
Language instruction and learning in United States educational programs date back to the 17 th century Among the most common languages taught at schools and universities were Latin, Greek, German, and French, while Spanish was not formally taught at an American institution until 1749. Since then, the works of important scholars such as Mariano Cub y Soler have provided the foundation for the success of the Spanish language in the United States. T…
An Ixil portrait
The growing presence of the Indigenous diaspora from Latin America is beginning to transform notions of Latinidad and Indigeneity in the United States. Yet, scant studies have focused on the experiences of Indigenous Latinx students in U.S. learning environments and on what is needed to ensure their academic success. In this article, I share the results of a portraiture qualitative research inquiry that explored the academic and social experience…
How to Behave and Why
This article presents an action research study conducted in an English for speakers of other languages (ESOL) newcomer classroom. The author engaged in meaningful teacher research to learn about the importance of exploring the topics of moral values and behavior through the lens of English learners (ELs). The reading project was carried out during seven instructional days, and participants had the opportunity to learn English while engaging in pu…
Explorando el spanglish
En este ensayo el autor, como maestro de inglés como segunda lengua (ESOL) y de español en una escuela secundaria pública, reflexiona sobre su conflicto al balancear el correcto uso del español y el inglés como entidades autónomas. Paralelamente, el autor comparte desde una perspectiva netamente imparcial el uso del spanglish en su salón de clase. De esta forma, este ensayo se divide en cuatro secciones: una introducción y breve definición del sp…
The Life and Works of Mariano Cubí y Soler
Mariano Cubi y Soler was a distinguished and prolific Spanish linguist in the 1800s in the United States, Latin America and Europe. A pioneer in the field of education, he published many works on Spanish language learning that soon became highly recognized as among the best academic publications in Spanish education during his time. Over the years his works have been forgotten and his groundbreaking efforts in the revitalization of Spanish langua…
Me Gustaría que Habláramos También de mi Cultura”
This article describes the journey I embarked on as a teacher-researcher to better understand the realities of two of my Maya English learners (ELs) in our learning environment. This yearlong (2018–2019) study took the form of a qualitative case study inquiry whose purpose was to explore how two Maya migrant youth from Guatemala experienced and negotiated language, culture, and identity in a suburban U.S. high school. Findings highlight the need …
Cultivating Calm and Stillness at the Doctoral Level
Academia is a stressful environment for students and professors alike. While pursuing a degree, students often experience emotional and psychological distress, which may affect their ability to balance their personal, financial, and professional lives. Similarly, faculty in higher education also experience undesired feelings and emotions such as burnout, stress, fear, insecurity, anxiety, depression, and burnout, connected to their job. The autho…
Examining raciolinguistic struggles in institutional settings
Transnational Tesol Practitioners’ Identity Tensions
In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity‐oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically,…
“English was a real help”
Aims and Objectives / Purpose / Research Questions: This qualitative case study investigates the role of multilingualism in the integration of Ukrainian refugee students in Polish schools following Russia’s 2022 invasion of Ukraine. It specifically asks: (1) What role does multilingualism play in the integration of Ukrainian refugee students in Polish schools? (2) How does proficiency in a commonly shared language influence the initial integratio…
Being and remaining a teacher
Purpose This study aims to explore how two Iranian English as a foreign language (EFL) teachers exercise agency within a neo-nationalist educational context that imposes ideological and cultural constraints on English language instruction. Drawing on the Douglas Fir Group’s (DFG) transdisciplinary framework and positioning theory, the paper investigates how teachers navigate macro- and meso-level policies while enacting agentive practices in thei…
Creating positive learning communities for diasporic indigenous students
Diasporic Indigenous students include the lived realities of diverse Indigenous students living in the United States with familial, relational, and transnational ties to Indigenous communities and pueblos of origin in Abya Yala, also known as Latin America. In this article, we advocate for the creation of positive learning communities to best support diasporic Indigenous students in schools and beyond. Recommendations for educators include unders…
Pedagogies of Harmonies as Critical Love in English Language Education
As societies confront ongoing global instability, English language education faces an urgent responsibility to prepare learners not only for academic success but also for ethical, relational, and human engagement in an uncertain world. Language functions as a powerful medium through which individuals negotiate identity, connection, justice, and belonging, positioning it at the heart of pedagogical transformation. Yet, if language shapes how peopl…
Affective Multiliteracies
This article introduces the concept of affective multiliteracies as a new framework for English language education. While current approaches to multiliteracies have expanded the scope of literacy to include multimodal, cultural, and digital dimensions, they continue to emphasize what we define as outer literacies: visible, assessable, and performative skills used to engage with texts, tools, and external contexts. This emphasis often overshadows …
Justiça Social, Emoções e Decolonialidade na Formação de Professores de Línguas
Social Justice, Emotions and Decoloniality in Language Teacher Education
Social Justice, Emotions and Decoloniality in Language Teacher Education
Language Ideological Hierarchisation in Madrasa in Pakistan
This critical review examines the ideological hierarchisation of language within Pakistani Madaris as a lens into the entanglements of education, religion and identity in the Global South. The paper critiques how Arabic, Urdu and English are positioned across overlapping secular and religious systems by borrowing from concepts such as Bourdieu's symbolic power, critical theory and scholarship on the weaponisation of language. Given our focus on t…
Exilic epistemic displacement
This article examines how exile voices are epistemically displaced in global public discourse during moments of authoritarian political rupture. Drawing on discourse studies, social epistemology, and exile scholarship, the manuscript introduces and defines exilic epistemic displacement as a patterned social and discursive process through which interpretive authority is relocated away from individuals with lived experience of authoritarian repress…
The Hidden Curriculum of Gender Identity in L2 Classrooms
In this Teaching Issues contribution, we explore what we refer to as the hidden curriculum of gender identity in second language (L2) classrooms. We begin by introducing the concept of the hidden curriculum and situate it within the current sociopolitical and educational climate surrounding issues of gender identity in Teaching English to Speakers of Other Languages (TESOL) and applied linguistics. We then discuss two key considerations through w…
Multilingual Education and Policy (10 works) · Sociology (10 works) · Pedagogy (9 works) · Political science (8 works) · EFL/ESL Teaching and Learning (7 works) · Art (6 works) · Gender Studies (6 works) · Social science (6 works) · Humanities (5 works) · Latin Americans (5 works)