Christian E Zúñiga
Biographic Data
| ID | 6747166 |
|---|---|
| NAME | Christian E Zúñiga |
| GIVEN NAMES | Christian E |
| FAMILY NAME | Zúñiga |
| SIGNATURE | ZÚÑIGA C E |
| AFFILIATIONS | The University of Texas Rio Grande Valley |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
No les está mixteando”
(Re)constructing a Border Pedagogy
As teacher educators on the U.S.-Mexico borderlands, our goal is to (re)conceptualize a pedagogical approach for bilingual teacher development informed by teacher education research in the borderlands and anchored in the myriad of historical, sociopolitical, cultural, and linguistic realities of the U.S.-Mexico borderlands – a border pedagogy. Our (re)conceptualization is based on a metasynthesis of bilingual teacher education research from the f…
Finding and Enacting Agency
The purpose of this article is to examine how a first-grade ESL teacher understands teaching and learning as she explores her agency (and that of her students) in implementing and experimenting with project-based instruction (PBI) in her economically, culturally, and linguistically diverse classroom. Utilizing video-cued ethnography and drawing on teacher agency, pedagogy of hope, and identity in discourse, we explore how the process of implement…
Between language as problem and resource
Using a case study methodology, the article examines the language practices of two third-grade bilingual, dual-language education teachers as they prepare their students for their state’s standardized assessment. Findings revealed that both teachers taught in between the contradicting tensions of the language-as-problem and -resource orientations that simultaneously valued bilingual language practices but also positioned bilingual education and d…
Team teaching among mixed messages
Negotiating Language Policies in Schools
This edited work includes 14 chapters that qualitatively explore how teachers, across six continents and in various political contexts, negotiate top-down language policies in their classrooms. Neg
We Are Americans
In his book We Are Americans, William Perez brings out the voices and biographical sketches of 20 undocumented immigrant adolescents (three eventually gained legal status) at various points of thei
Between language as problem and resource
Using a case study methodology, the article examines the language practices of two third-grade bilingual, dual-language education teachers as they prepare their students for their state’s standardized assessment. Findings revealed that both teachers taught in between the contradicting tensions of the language-as-problem and -resource orientations that simultaneously valued bilingual language practices but also positioned bilingual education and d…
Team teaching among mixed messages
We Are Americans
In his book We Are Americans, William Perez brings out the voices and biographical sketches of 20 undocumented immigrant adolescents (three eventually gained legal status) at various points of thei
Negotiating Language Policies in Schools
This edited work includes 14 chapters that qualitatively explore how teachers, across six continents and in various political contexts, negotiate top-down language policies in their classrooms. Neg
Team teaching among mixed messages
Between language as problem and resource
Using a case study methodology, the article examines the language practices of two third-grade bilingual, dual-language education teachers as they prepare their students for their state’s standardized assessment. Findings revealed that both teachers taught in between the contradicting tensions of the language-as-problem and -resource orientations that simultaneously valued bilingual language practices but also positioned bilingual education and d…
Finding and Enacting Agency
The purpose of this article is to examine how a first-grade ESL teacher understands teaching and learning as she explores her agency (and that of her students) in implementing and experimenting with project-based instruction (PBI) in her economically, culturally, and linguistically diverse classroom. Utilizing video-cued ethnography and drawing on teacher agency, pedagogy of hope, and identity in discourse, we explore how the process of implement…
(Re)constructing a Border Pedagogy
As teacher educators on the U.S.-Mexico borderlands, our goal is to (re)conceptualize a pedagogical approach for bilingual teacher development informed by teacher education research in the borderlands and anchored in the myriad of historical, sociopolitical, cultural, and linguistic realities of the U.S.-Mexico borderlands – a border pedagogy. Our (re)conceptualization is based on a metasynthesis of bilingual teacher education research from the f…
No les está mixteando”
Political science (7 works) · Sociology (7 works) · Multilingual Education and Policy (6 works) · Pedagogy (5 works) · Psychology (4 works) · Art (3 works) · Bilingual education (3 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Mathematics education (3 works)