Suzanne García-Mateus
Biographic Data
| ID | 6008694 |
|---|---|
| NAME | Suzanne García-Mateus |
| GIVEN NAMES | Suzanne |
| FAMILY NAME | García-Mateus |
| SIGNATURE | GARCÍA-MATEUS S |
| AFFILIATIONS | California State University, Monterey Bay |
| ORCID | 0000-0002-9220-0637 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 60 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
An urgent call to center AsianCrit in Chinese/English dual language bilingual education programs
In recent years, neoliberal interests in U.S. Chinese/English dual language bilingual education (DLBE) programs have emphasized white, English-speakers’ use of Mandarin for economic and political gains. Such interests reify white supremacy and contribute to the erasure of Chinese and Chinese American voices, histories, and cultures in curriculum and instruction. While early literature on Chinese DLBE contexts examined program success based on stu…
Rising from the Margins
Bilingual student perspectives about language expertise in a gentrifying two-way immersion program
The two-way immersion dual language education program design includes the use of language labels to identify students as either the English speaker or the speaker of a language other than English. This paper examines four focal student and two teacher interviews to consider the ways in which the idea of a ‘language expert’ transpired during individual student retrospective interviews. Data include video and audio recordings of student and teacher…
Yeah, Things are Rough in Mexico. Remember We Talked About Hard Times?” Process Drama and a Teachers Role in Critically Engaging Students to Dialogue About Social Inequities in a Dual Language Classro…
Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education
Research suggests that identity matters for school success and that language and identity are powerfully intertwined. A monolingual solitudes understanding of bilingualism undermines children’s bilingual identities, yet in most bilingual education classrooms, academic instruction is segregated by language and children are encouraged to engage in only one language at a time. Few studies have explored how a translanguaging pedagogy supports the dev…
Reframing the Debate on Language Separation
The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two‐way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre‐kindergarten and a first grad…
Translanguaging
Ofelia Garcia’s and Li Wei’s comprehensive, yet succinct, book, Translanguaging: Language, Bilingualism, and Education, could not have arrived at a better time for scholars and practitioners with a
Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education
Research suggests that identity matters for school success and that language and identity are powerfully intertwined. A monolingual solitudes understanding of bilingualism undermines children’s bilingual identities, yet in most bilingual education classrooms, academic instruction is segregated by language and children are encouraged to engage in only one language at a time. Few studies have explored how a translanguaging pedagogy supports the dev…
Translanguaging
Ofelia Garcia’s and Li Wei’s comprehensive, yet succinct, book, Translanguaging: Language, Bilingualism, and Education, could not have arrived at a better time for scholars and practitioners with a
Yeah, Things are Rough in Mexico. Remember We Talked About Hard Times?” Process Drama and a Teachers Role in Critically Engaging Students to Dialogue About Social Inequities in a Dual Language Classro…
Rising from the Margins
Reframing the Debate on Language Separation
The policy of strict separation of languages for academic instruction dominates dual language bilingual education programming. This article explores the dynamic bilingual practices of two experienced bilingual teachers in a two‐way dual language public school in Texas and contributes to current research problematizing language separation. Data included interviews, field notes, and classroom interaction video in a pre‐kindergarten and a first grad…
Translanguaging
Ofelia Garcia’s and Li Wei’s comprehensive, yet succinct, book, Translanguaging: Language, Bilingualism, and Education, could not have arrived at a better time for scholars and practitioners with a
Translanguaging Pedagogies for Positive Identities in Two-Way Dual Language Bilingual Education
Research suggests that identity matters for school success and that language and identity are powerfully intertwined. A monolingual solitudes understanding of bilingualism undermines children’s bilingual identities, yet in most bilingual education classrooms, academic instruction is segregated by language and children are encouraged to engage in only one language at a time. Few studies have explored how a translanguaging pedagogy supports the dev…
Yeah, Things are Rough in Mexico. Remember We Talked About Hard Times?” Process Drama and a Teachers Role in Critically Engaging Students to Dialogue About Social Inequities in a Dual Language Classro…
Bilingual student perspectives about language expertise in a gentrifying two-way immersion program
The two-way immersion dual language education program design includes the use of language labels to identify students as either the English speaker or the speaker of a language other than English. This paper examines four focal student and two teacher interviews to consider the ways in which the idea of a ‘language expert’ transpired during individual student retrospective interviews. Data include video and audio recordings of student and teacher…
Rising from the Margins
An urgent call to center AsianCrit in Chinese/English dual language bilingual education programs
In recent years, neoliberal interests in U.S. Chinese/English dual language bilingual education (DLBE) programs have emphasized white, English-speakers’ use of Mandarin for economic and political gains. Such interests reify white supremacy and contribute to the erasure of Chinese and Chinese American voices, histories, and cultures in curriculum and instruction. While early literature on Chinese DLBE contexts examined program success based on stu…
Multilingual Education and Policy (7 works) · Pedagogy (7 works) · Bilingual education (6 works) · Linguistics (6 works) · Sociology (6 works) · EFL/ESL Teaching and Learning (5 works) · Psychology (5 works) · Second Language Learning and Teaching (5 works) · Neuroscience of multilingualism (4 works) · Dual language (3 works)