{"id":126,"date":"2025-08-11T11:01:46","date_gmt":"2025-08-11T15:01:46","guid":{"rendered":"https:\/\/web.uri.edu\/translanguaging-lab\/?page_id=126"},"modified":"2025-09-05T04:16:48","modified_gmt":"2025-09-05T08:16:48","slug":"publications","status":"publish","type":"page","link":"https:\/\/web.uri.edu\/translanguaging-lab\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\">Select Translanguaging Publications by Lab Members <kbd>Since 202<\/kbd>1<\/h3>\n\n\n\n<p><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">2025<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Hamman-Ortiz, L.<\/strong>, Dougherty, C., Tian, Z., Palmer, D., &amp; Poza, L. (2025). Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research. <em>System<\/em>, 103594. <a href=\"https:\/\/doi.org\/10.1016\/j.system.2025.103594?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1016\/j.system.2025.103594<\/a><\/li>\n\n\n\n<li><strong>Hamman-Ortiz, L.<\/strong>, &amp; Romero, D. (2025). Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy. <em>Teaching and Teacher Education<\/em>, 104878. <a href=\"https:\/\/doi.org\/10.1016\/j.tate.2024.104878?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1016\/j.tate.2024.104878<\/a><\/li>\n\n\n\n<li><strong>Hamman-Ortiz, L.<\/strong>, &amp; Prasad, G. (2025). Reimagining bilingual education: A linguistically expansive orientation. <em>Journal of Language, Identity &amp; Education<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/15348458.2022.2147526?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1080\/15348458.2022.2147526<\/a><\/li>\n\n\n\n<li><strong>King, N.<\/strong>, Child, G., Song, K., &amp; Thieman, D. (2025). Midwestern teachers\u2019 developing equity-based mindsets and practices over time: Using virtual coaching cycles for teacher transformation. <em>Journal of Language, Identity &amp; Education<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/15348458.2024.2444273?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1080\/15348458.2024.2444273<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Mendoza, M. (2025). Now you see me, now you don\u2019t: Unveiling adolescent multilingual identities through magic, storytelling, and translanguaging. <em>Linguistics and Education<\/em>, 101383. <a href=\"https:\/\/doi.org\/10.1016\/j.linged.2025.101383?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1016\/j.linged.2025.101383<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Solmaz, O. (2025). Developing educational linguistic landscape materials and learning methods. In D. Gorter, J. Cenoz, &amp; M. Barni (Eds.), <em>The handbook of linguistic landscapes and multilingualism<\/em>. Wiley-Blackwell. <a href=\"https:\/\/doi.org\/10.1002\/9781394231805.ch32?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1002\/9781394231805.ch32<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, Solmaz, O., Turnbull, A. C. Y. M., Rosales, M. E. R., &amp; Aguilar, A. M. C. D. (2025). Leveraging glocal linguistic landscapes to raise preservice teacher candidates\u2019 critical language awareness: Pitfalls and potential from three international telecollaboration projects. <em>Journal of Multilingual Theories and Practices<\/em>. <a href=\"https:\/\/doi.org\/10.3138\/jmtp-6-przymus?utm_source=chatgpt.com\">https:\/\/doi.org\/10.3138\/jmtp-6-przymus<\/a><\/li>\n\n\n\n<li>Ekpe, L., Weinberg, N., Daly, G., <strong>Przymus, S. D.<\/strong>, Hernandez, F., Huddleston, G., &amp; Kyzar, K. (2025). Navigating the educational landscape: Experiences of Hispanic male teachers in Texas K-12 schools. <em>Journal of Education, 205<\/em>(3), 185\u2013198. <a>https:\/\/doi.org\/10.1177\/002205742513013<\/a><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">2024<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>King, N.<\/strong>, Song, K., &amp; Child, G. (2024). Enriching preservice teachers\u2019 translanguaging stance and practices toward emergent bilingual learners through virtual professional development. <em>TESOL Journal<\/em>. <a href=\"https:\/\/doi.org\/10.1002\/tesj.730?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1002\/tesj.730<\/a><\/li>\n\n\n\n<li>Lu, X., <strong>King, N.<\/strong>, &amp; Tian, Z. (2024). Enacting culturally sustaining pedagogies and translanguaging jointly in early language learning classrooms. <em>Language<\/em>. [Advance online publication].<\/li>\n\n\n\n<li>Mendoza, A., <strong>Hamman\u2010Ortiz, L.<\/strong>, Tian, Z., Rajendram, S., Tai, K. W. H., Ho, W. Y. J., &amp; Sah, P. K. (2024). Sustaining critical approaches to translanguaging in education: A contextual framework. <em>TESOL Quarterly<\/em>. <a href=\"https:\/\/doi.org\/10.1002\/tesq.3240?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1002\/tesq.3240<\/a><\/li>\n\n\n\n<li><strong>Hamman-Ortiz, L.<\/strong> (2024). Cultivating a critical translanguaging space in dual language bilingual education. <em>International Multilingual Research Journal<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/19313152.2023.2277101?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1080\/19313152.2023.2277101<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Mendoza, M. (2024). Easy de traducir. <em>Bilingual Review\/La Revista Biling\u00fce<\/em>. <a href=\"https:\/\/www.jstor.org\/stable\/48806899?utm_source=chatgpt.com\">https:\/\/www.jstor.org\/stable\/48806899<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong> (2024). Code-switching is metaphor, translanguaging is metonymy: A transdisciplinary view of bilingualism and its role in education. <em>International Journal of Bilingual Education and Bilingualism<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/13670050.2023.2220880?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1080\/13670050.2023.2220880<\/a><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">2023<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Wolbers, K., Holcomb, L., &amp; <strong>Hamman-Ortiz, L.<\/strong> (2023). Translanguaging framework for deaf education. <em>Languages, 8<\/em>(1), 59. <a href=\"https:\/\/doi.org\/10.3390\/languages8010059?utm_source=chatgpt.com\">https:\/\/doi.org\/10.3390\/languages8010059<\/a><\/li>\n\n\n\n<li>Tian, Z., &amp; <strong>King, N.<\/strong> (2023). Developing translanguaging repertoires in critical teacher education. <em>Walter de Gruyter GmbH &amp; Co KG.<\/em><\/li>\n\n\n\n<li>Song, K., &amp; <strong>King, N.<\/strong> (2023). Collaborative multilingual families\u2019 story making that transcends school policies and practices of inequity at community translanguaging spaces. In V. J. Lee &amp; K. S. L. Grant (Eds.), <em>Advancing culturally responsive and socially just approaches to multilingual family\u2013school partnerships<\/em> (pp. 3\u201328). Lexington Books. <a>https:\/\/rowman.com\/ISBN\/9781666910971\/Advancing-Culturally-Responsive-and-Socially-Just-Approaches-to-Multilingual-Family-School-Partnerships<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Faggella-Luby, M. (2023). The magic of insider autores y escritores: Youth storytellers as authors in a rural Mexican community-based summer program. <em>Journal of Literacy Innovation<\/em>.<\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Malin, K. (2023). DACA funds of knowledge: Testimonios of access to and success in higher education. <em>Journal of Hispanic Higher Education<\/em>. <a href=\"https:\/\/doi.org\/10.1177\/15381927211057769?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1177\/15381927211057769<\/a><\/li>\n\n\n\n<li><strong>Hamman-Ortiz, L.<\/strong> (2023). \u201cBecause we are bilingual\u201d: Transcending binaries in two-way immersion through collaborative bilingual identity texts. In L. Shepard-Carey &amp; Z. Tian (Eds.), <em>(Re)imagining the future of translanguaging pedagogies in classrooms through researcher\u2013practitioner collaboration<\/em>. Multilingual Matters.<\/li>\n\n\n\n<li>Broughton, A. J., <strong>Przymus, S. D.<\/strong>, Ortiz, A. A., &amp; Cruz, B. J. S. (2023). Critical consciousness in decision-making: A model for educational planning and instruction with bilingual\/multilingual students with disabilities. <em>TEACHING Exceptional Children, 55<\/em>(5), 338\u2013349. <a>https:\/\/doi.org\/10.1177\/00400599231158135<\/a><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">2022<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Przymus, S. D. <\/strong>(2022). English-only as a magic pill? Dispelling the myths about disability and dual language bilingual education. In <em>Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice<\/em> (Ed. L. M. Dorner, D. Palmer, C. G. Cervantes-Soon, D. Heiman, &amp; E. R. Crawford). Routledge.<\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, Heiman, D., &amp; Hibbs, B. (2022). Language is identity: Telling and reading the right kinds of stories. <em>The Reading Teacher<\/em>. <a href=\"https:\/\/doi.org\/10.1002\/trtr.2135?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1002\/trtr.2135<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, Lengeling, M. M., Mora-Pablo, I., &amp; Serna-Guti\u00e9rrez, O. (2022). From DACA to Dark Souls: MMORPGs as sanctuary, sites of language\/identity development, and third-space translanguaging pedagogy for Los Otros Dreamers. <em>Journal of Language, Identity &amp; Education<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/15348458.2020.1791711?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1080\/15348458.2020.1791711<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Serna-Guti\u00e9rrez, J. O. (2022). It\u2019s all gone south! Applying Anzald\u00faan frameworks to metonymy, metaphor, and mythologies to understand the language about transnational youth. In <em>Applying Anzald\u00faan Frameworks to Understand Transnational Youth Identities: Bridging Culture, Language, and Schooling at the US-Mexican Border<\/em> (Eds. G. S. Kasun &amp; I. Mora-Pablo). Routledge.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">2021<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>King, N.<\/strong>, Song, K. H., &amp; Child, G. (2021). Virtual professional development project on secondary teachers\u2019 awareness of race, language, and culture. <em>Language Teaching<\/em>. <a href=\"https:\/\/doi.org\/10.1017\/S0261444821000446?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1017\/S0261444821000446<\/a><\/li>\n\n\n\n<li>Troyan, F. J., <strong>King, N.<\/strong>, &amp; Bramli, A. (2021). Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design. <em>Foreign Language Annals<\/em>. <a href=\"https:\/\/doi.org\/10.1111\/flan.12577?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1111\/flan.12577<\/a><\/li>\n\n\n\n<li><strong>King, N.<\/strong> (2021). Designing a better place: Multimodal multilingual composition. In V. H. Lee &amp; K. Crosthwaite (Eds.), <em>Multimodal composing in K\u201316 ESL and EFL education: Multilingual perspectives<\/em> (pp. 147\u2013162). Springer. <a>https:\/\/doi.org\/10.1007\/978-3-030-79731-4_9<\/a><\/li>\n\n\n\n<li><strong>King, N. H.<\/strong> (2021). <em>Translanguaging their sense of selves: The narratives of five multilingual elementary students<\/em> (Doctoral dissertation). The Ohio State University. ProQuest Dissertations Publishing.<\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Lindo, E. J. (2021). Dual-language books as a red herring: Exposing language use and ideologies. <em>The Reading Teacher<\/em>. <a href=\"https:\/\/doi.org\/10.1002\/trtr.2063?utm_source=chatgpt.com\">https:\/\/doi.org\/10.1002\/trtr.2063<\/a><\/li>\n\n\n\n<li><strong>Przymus, S. D.<\/strong>, &amp; Huddleston, G. (2021). The hidden curriculum of monolingualism: Understanding metonymy to interrogate problematic representations of raciolinguistic identities in schoolscapes. <em>International Journal of Multicultural Education<\/em>. <a href=\"https:\/\/doi.org\/10.18251\/ijme.v23i1.2435?utm_source=chatgpt.com\">https:\/\/doi.org\/10.18251\/ijme.v23i1.2435<\/a><\/li>\n\n\n\n<li>Solmaz, O., &amp; <strong>Przymus, S. D. <\/strong>(2021). <em>Linguistic landscapes in English language teaching: A pedagogical guidebook<\/em>. Texas Christian University Press. <a href=\"https:\/\/doi.org\/10.18776\/tcu\/book\/45344?utm_source=chatgpt.com\">https:\/\/doi.org\/10.18776\/tcu\/book\/45344<\/a><\/li>\n<\/ul>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Select Translanguaging Publications by Lab Members Since 2021 2025 2024 2023 2022 2021<\/p>\n","protected":false},"author":5375,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-126","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/pages\/126","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/users\/5375"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/comments?post=126"}],"version-history":[{"count":4,"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/pages\/126\/revisions"}],"predecessor-version":[{"id":519,"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/pages\/126\/revisions\/519"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/translanguaging-lab\/wp-json\/wp\/v2\/media?parent=126"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}