Select Translanguaging Publications by Lab Members Since 2021

2025

  • Hamman-Ortiz, L., Dougherty, C., Tian, Z., Palmer, D., & Poza, L. (2025). Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research. System, 103594. https://doi.org/10.1016/j.system.2025.103594
  • Hamman-Ortiz, L., & Romero, D. (2025). Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy. Teaching and Teacher Education, 104878. https://doi.org/10.1016/j.tate.2024.104878
  • Hamman-Ortiz, L., & Prasad, G. (2025). Reimagining bilingual education: A linguistically expansive orientation. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2022.2147526
  • King, N., Child, G., Song, K., & Thieman, D. (2025). Midwestern teachers’ developing equity-based mindsets and practices over time: Using virtual coaching cycles for teacher transformation. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2024.2444273
  • Przymus, S. D., & Mendoza, M. (2025). Now you see me, now you don’t: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging. Linguistics and Education, 101383. https://doi.org/10.1016/j.linged.2025.101383
  • Przymus, S. D., & Solmaz, O. (2025). Developing educational linguistic landscape materials and learning methods. In D. Gorter, J. Cenoz, & M. Barni (Eds.), The handbook of linguistic landscapes and multilingualism. Wiley-Blackwell. https://doi.org/10.1002/9781394231805.ch32
  • Przymus, S. D., Solmaz, O., Turnbull, A. C. Y. M., Rosales, M. E. R., & Aguilar, A. M. C. D. (2025). Leveraging glocal linguistic landscapes to raise preservice teacher candidates’ critical language awareness: Pitfalls and potential from three international telecollaboration projects. Journal of Multilingual Theories and Practices. https://doi.org/10.3138/jmtp-6-przymus
  • Ekpe, L., Weinberg, N., Daly, G., Przymus, S. D., Hernandez, F., Huddleston, G., & Kyzar, K. (2025). Navigating the educational landscape: Experiences of Hispanic male teachers in Texas K-12 schools. Journal of Education, 205(3), 185–198. https://doi.org/10.1177/002205742513013

2024

  • King, N., Song, K., & Child, G. (2024). Enriching preservice teachers’ translanguaging stance and practices toward emergent bilingual learners through virtual professional development. TESOL Journal. https://doi.org/10.1002/tesj.730
  • Lu, X., King, N., & Tian, Z. (2024). Enacting culturally sustaining pedagogies and translanguaging jointly in early language learning classrooms. Language. [Advance online publication].
  • Mendoza, A., Hamman‐Ortiz, L., Tian, Z., Rajendram, S., Tai, K. W. H., Ho, W. Y. J., & Sah, P. K. (2024). Sustaining critical approaches to translanguaging in education: A contextual framework. TESOL Quarterly. https://doi.org/10.1002/tesq.3240
  • Hamman-Ortiz, L. (2024). Cultivating a critical translanguaging space in dual language bilingual education. International Multilingual Research Journal. https://doi.org/10.1080/19313152.2023.2277101
  • Przymus, S. D., & Mendoza, M. (2024). Easy de traducir. Bilingual Review/La Revista Bilingüe. https://www.jstor.org/stable/48806899
  • Przymus, S. D. (2024). Code-switching is metaphor, translanguaging is metonymy: A transdisciplinary view of bilingualism and its role in education. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2023.2220880

2023

  • Wolbers, K., Holcomb, L., & Hamman-Ortiz, L. (2023). Translanguaging framework for deaf education. Languages, 8(1), 59. https://doi.org/10.3390/languages8010059
  • Tian, Z., & King, N. (2023). Developing translanguaging repertoires in critical teacher education. Walter de Gruyter GmbH & Co KG.
  • Song, K., & King, N. (2023). Collaborative multilingual families’ story making that transcends school policies and practices of inequity at community translanguaging spaces. In V. J. Lee & K. S. L. Grant (Eds.), Advancing culturally responsive and socially just approaches to multilingual family–school partnerships (pp. 3–28). Lexington Books. https://rowman.com/ISBN/9781666910971/Advancing-Culturally-Responsive-and-Socially-Just-Approaches-to-Multilingual-Family-School-Partnerships
  • Przymus, S. D., & Faggella-Luby, M. (2023). The magic of insider autores y escritores: Youth storytellers as authors in a rural Mexican community-based summer program. Journal of Literacy Innovation.
  • Przymus, S. D., & Malin, K. (2023). DACA funds of knowledge: Testimonios of access to and success in higher education. Journal of Hispanic Higher Education. https://doi.org/10.1177/15381927211057769
  • Hamman-Ortiz, L. (2023). “Because we are bilingual”: Transcending binaries in two-way immersion through collaborative bilingual identity texts. In L. Shepard-Carey & Z. Tian (Eds.), (Re)imagining the future of translanguaging pedagogies in classrooms through researcher–practitioner collaboration. Multilingual Matters.
  • Broughton, A. J., Przymus, S. D., Ortiz, A. A., & Cruz, B. J. S. (2023). Critical consciousness in decision-making: A model for educational planning and instruction with bilingual/multilingual students with disabilities. TEACHING Exceptional Children, 55(5), 338–349. https://doi.org/10.1177/00400599231158135

2022

  • Przymus, S. D. (2022). English-only as a magic pill? Dispelling the myths about disability and dual language bilingual education. In Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice (Ed. L. M. Dorner, D. Palmer, C. G. Cervantes-Soon, D. Heiman, & E. R. Crawford). Routledge.
  • Przymus, S. D., Heiman, D., & Hibbs, B. (2022). Language is identity: Telling and reading the right kinds of stories. The Reading Teacher. https://doi.org/10.1002/trtr.2135
  • Przymus, S. D., Lengeling, M. M., Mora-Pablo, I., & Serna-Gutiérrez, O. (2022). From DACA to Dark Souls: MMORPGs as sanctuary, sites of language/identity development, and third-space translanguaging pedagogy for Los Otros Dreamers. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2020.1791711
  • Przymus, S. D., & Serna-Gutiérrez, J. O. (2022). It’s all gone south! Applying Anzaldúan frameworks to metonymy, metaphor, and mythologies to understand the language about transnational youth. In Applying Anzaldúan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border (Eds. G. S. Kasun & I. Mora-Pablo). Routledge.

2021

  • King, N., Song, K. H., & Child, G. (2021). Virtual professional development project on secondary teachers’ awareness of race, language, and culture. Language Teaching. https://doi.org/10.1017/S0261444821000446
  • Troyan, F. J., King, N., & Bramli, A. (2021). Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design. Foreign Language Annals. https://doi.org/10.1111/flan.12577
  • King, N. (2021). Designing a better place: Multimodal multilingual composition. In V. H. Lee & K. Crosthwaite (Eds.), Multimodal composing in K–16 ESL and EFL education: Multilingual perspectives (pp. 147–162). Springer. https://doi.org/10.1007/978-3-030-79731-4_9
  • King, N. H. (2021). Translanguaging their sense of selves: The narratives of five multilingual elementary students (Doctoral dissertation). The Ohio State University. ProQuest Dissertations Publishing.
  • Przymus, S. D., & Lindo, E. J. (2021). Dual-language books as a red herring: Exposing language use and ideologies. The Reading Teacher. https://doi.org/10.1002/trtr.2063
  • Przymus, S. D., & Huddleston, G. (2021). The hidden curriculum of monolingualism: Understanding metonymy to interrogate problematic representations of raciolinguistic identities in schoolscapes. International Journal of Multicultural Education. https://doi.org/10.18251/ijme.v23i1.2435
  • Solmaz, O., & Przymus, S. D. (2021). Linguistic landscapes in English language teaching: A pedagogical guidebook. Texas Christian University Press. https://doi.org/10.18776/tcu/book/45344