A Briceño
Biographic Data
| ID | 6747076 |
|---|---|
| NAME | A Briceño |
| GIVEN NAMES | A |
| FAMILY NAME | Briceño |
| SIGNATURE | BRICENO A |
| AFFILIATIONS | San Jose State University |
| ORCID | 0000-0002-7137-9906 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development
Mixed methods study about an online professional development for bilingual teachers. • Bilingual teachers increased their positive beliefs about multilingualism. • Bilingual teachers gained confidence in their ability to implement best practices. • Bilingual teachers overcame filters that inhibit best practices for multilingual students. As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development…
(Missed) opportunities to build solidarity
Two-way dual language (TWDL) programs have traditionally served white and non-Black Latinx students, with limited attention to other cultures and races. This limitation can result in the erasure of Afro-Latinx culture from bilingual programs. This study explores the ways Black characters are represented in bilingual picturebooks, which can serve to perpetuate or combat anti-blackness within bilingual education. We completed a critical content ana…
Critical Translingual Perspectives on California Multilingual Education Policy
Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can best support racialized bilingual learners. One element of this new debate is the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and po…
Subestimamos las habilidades de los estudiantes
Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes…
From English learner to Spanish learner
This qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were opti…
“En Español Esa Palabra No Tiene Ningún Sentido
This study profiles three Mexican American, dual language teachers in a qualitative cross-case analysis and asks (a) How do dual language teachers’ linguistic backgrounds influence their language ideologies?; (b) How are language ideologies evidenced in teachers’ instructional practices? Participants could be perceived as homogenous Mexican American women but had diverse linguistic backgrounds and ideologies. They include one native Spanish speak…
Biliteracy from the Start
A review of Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla. (2014). Biliteracy from the Start: Literacy Squared in Action. Philadelphia, PA: Caslon Publishing. 224 pp
No prominent works on this page.
Biliteracy from the Start
A review of Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla. (2014). Biliteracy from the Start: Literacy Squared in Action. Philadelphia, PA: Caslon Publishing. 224 pp
From English learner to Spanish learner
This qualitative study explored Spanish-speaking teacher credential students’ beliefs about academic language that might promote or inhibit their decision to become bilingual teachers. Data includes interviews with 11 bilingual teacher candidates who were heritage Spanish speakers. Findings show that most were only aware of English-only educational contexts and did not know that bilingual teaching and the bilingual authorization pathway were opti…
“En Español Esa Palabra No Tiene Ningún Sentido
This study profiles three Mexican American, dual language teachers in a qualitative cross-case analysis and asks (a) How do dual language teachers’ linguistic backgrounds influence their language ideologies?; (b) How are language ideologies evidenced in teachers’ instructional practices? Participants could be perceived as homogenous Mexican American women but had diverse linguistic backgrounds and ideologies. They include one native Spanish speak…
Subestimamos las habilidades de los estudiantes
Teaching for equity with bilingual learners means building on students’ linguistic strengths. This critical qualitative self-study explored how pre-service bilingual teachers developed ideology and pedagogy through a structured, holistic approach to writing instruction. Seven bilingual teacher candidates implemented a strategic Transliteracy approach to writing instruction, observing student assets and teaching cross-linguistically. Data includes…
Critical Translingual Perspectives on California Multilingual Education Policy
Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can best support racialized bilingual learners. One element of this new debate is the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and po…
Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development
Mixed methods study about an online professional development for bilingual teachers. • Bilingual teachers increased their positive beliefs about multilingualism. • Bilingual teachers gained confidence in their ability to implement best practices. • Bilingual teachers overcame filters that inhibit best practices for multilingual students. As part of a U.S. Department of Education grant, we developed over 60 hours of online professional development…
(Missed) opportunities to build solidarity
Two-way dual language (TWDL) programs have traditionally served white and non-Black Latinx students, with limited attention to other cultures and races. This limitation can result in the erasure of Afro-Latinx culture from bilingual programs. This study explores the ways Black characters are represented in bilingual picturebooks, which can serve to perpetuate or combat anti-blackness within bilingual education. We completed a critical content ana…
Pedagogy (7 works) · Multilingual Education and Policy (6 works) · Sociology (6 works) · Political science (5 works) · Second Language Learning and Teaching (5 works) · Bilingual education (4 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Neuroscience of multilingualism (4 works) · Psychology (4 works)