INVESTIGACIÓN Y PUBLICACIONES

Mis intereses de investigación son: políticas y prácticas lingüísticas educativas, educación bilingüe, pedagogía de translanguaging y preparación de docentes bilingües

LAS PUBLICACIONES CON HIPERENLACES TIENEN ACCESO AL TEXTO Y/O A LA FUENTE.

Libros

Sánchez, M. T. & García, O. (Eds.) (2022). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo. Multilingual Matters.

The CUNY-NYSIEB Team (Eds.). (2020). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project. Routledge.

Artículos

Sánchez, M. T., & Pérez, A. (2023). “I realized that I was doing things backwards”: New bilingual education teachers reflect on themselves and the profession in a time of crisis. The New Educator, 19(4), 273-288. https://doi.org/10.1080/1547688X.2023.2239305

Espinet, I., Sánchez, M. T., Poms, E., & Menendez, E. (2022) Exploring families’ language practices through a social studies inquiry in kindergarten. Young Children, 77(4), 18-24.

Sánchez, M. T.; Menken, K., & Pappas, L. P. (2021). “What are you doing to us?!”: Mediating English-only policies to sustain a bilingual education program. International Multilingual Research Journal. Published only at: http://dx.doi.org/10.1080/19313152.2021.2015936

Menken, K., & Sánchez, M.T. (2019). Translanguaging in English-only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741-767. https://doi.org/10.1002/tesq.513

Sánchez, M. T. & Menken, K. (2019). Ofelia García and the CUNY-NYSIEB Community: Symbiosis in furthering translanguaging pedagogy and practice. Journal of Multilingual Research and Practice, 9 (Article 12), 156-173.

Collins, B., Sánchez, M.T., & España, C. (2019). Sustaining and developing teachers’ dynamic bilingualism in a re-designed bilingual teacher preparation program. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1610354

Sánchez, M.T., García, O. & Solorza, C. (2018). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37-51. https://doi.org/10.1080/15235882.2017.1405098

García, O., & Sánchez, M.T. (2018). Transformando la educación de bilingües emergentes en el estado de Nueva York. Language, Education, and Multilingualism, 1, 138-156.

Sánchez, M.T. (Winter-Spring 2012). District- and school-level collaboration between English language learners and special educators in the pre-referral and referral process. Urban Perspectives, 8(1), 5,10-11.

Cortina, R. & Sánchez, M.T. (2007). Spanish bilateral initiatives for education in Latin America. PROSPECS, XXXVI (37), pp. 267-281.

Sánchez, M.T. (2007, November). How teachers in Massachusetts experienced the passage of Question 2. Bilingual Basics, 9(2), pp. 18-22.

Shirley, D., Hersi, A., MacDonald, E., Sánchez, M.T., Scandone, C., Skitmore, C., & Tutwiler, P. (2006). Bringing the community back in: Change, accommodation, and contestation in a school and university partnership. Equity & Excellence in Education, 39(1), pp. 27-36.

Sánchez, M.T. & Brisk, M.E. (2004). Teachers’ assessment practices and understandings in a bilingual program. NABE Journal of Research and Practice, 2(2), pp. 193-213.

Capítulos de Libros en Volúmenes Editados

Barrales, W., Patricia Martínez-Álvarez, P., Sánchez M. T., Arana, B., & Hunt, V. (2024). University Collaborations: Service and Research Projects. In T. Kleyn, V. Hunt, A. Jaar, R. Madrigal, & C. Villegas (Eds.), Lessons from a Dual Language Bilingual School: Celebrando una década de Dos Puentes Elementary (Chapter 15). Multilingual Matters.

Sánchez, M. T. (2024). Translanguaging in dual language bilingual education in the United States: Framings, research and possibilities. In J. A. Freire, C. Alfaro & E. de Jong (Eds.), The Handbook of Dual Language Bilingual Education (pp. 414-443). Routledge.

Phyak, P., Sánchez, M. T., Makalela, L., & García, O. (2024). Decolonizing multilingual pedagogies. In P. Makoe, V. Zavala, & C. McKinney (Eds.), Routledge Handbook of Multilingual Education (2nd ed., pp. 223-239). Routledge.

Sánchez, M. T. & García, O. (2022). Introducción. Transforming educational espacios sin miedo. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. 1-15). Multilingual Matters.

García, O. & Sánchez, M. T. (2022). The making of the language of U.S. Latinx: Translanguaging tejidos. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo(pp. 19-44). Multilingual Matters.

Sánchez, M. T., Espinet. I. & Hunt, V. (2022). Student inquiry into the language practices de la comunidad: Rompiendo fronteras in a dual language bilingual program. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. 134-155). Multilingual Matters.

Sánchez, M. T. (2022). Setting a path for transformación. In M. T. Sánchez & O. García (Eds.). Transformative translanguaging espacios: Latinx students and their teachers rompiendo fronteras sin miedo (pp. 277-291). Multilingual Matters.

Sánchez, M. T. (2021). Foreword: When docenti, studenti e le loro famiglie build una comunidad educativa plurilingue. V. Carbonara & A. Schibetta (Eds.), Unu, dy, sān! Proposte operative per la didattica plurilingue nella scuola del primo ciclo (pp. 9-10). Edizioni La Linea.

Sánchez, M. T., & Espinet, I. (2021). Transforming our classrooms to embrace the students’ multilingualism through translanguaging pedagogy. In L. Mary, A. Young & A. Krüger (Eds.), Migration, multilingualism and education: Perspectives on inclusion (pp. 169-184). Multilingual Matters.

Espinet, I., Sánchez, M. T., & Aponte, G. Y. (2021). Creating translanguaging inquiry spaces in bilingual classrooms. In E. Erling, J. Clegg, C. M. Rubagumya, & C. Reilly (Eds.), Multilingual learning and language supportive pedagogies in Sub-Saharan Africa (pp. 175-192). Routledge.

Kleyn, T. & Sánchez, M. T. (2020). The backdrop and roadmap of a translanguaging project. In The CUNY-NYSIEB Team (Eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 41-50). Routledge.

Espinet, I., Flores, N., Sánchez, M. T., & Seltzer, K. (2020). Different leaderships: Different times. In The CUNY-NYSIEB Team (Eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 53-66). Routledge.

Sánchez, M. T. & Menken, K. (2020). Emergent Bilingual Leadership Teams: Distributed leadership in CUNY-NYSIEB schools. In The CUNY-NYSIEB Team (Eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 67-77). Routledge.

Espinet, I., Aponte, G. Y., Sánchez, M. T., Figueroa, D. C. & Busone-Rodríguez, A. (2020). Interrogating language ideologies in the primary grades: A community language inquiry unit. In The CUNY-NYSIEB Team (eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 219-238). Routledge.

Espinosa, C. M., Ascenzi-Moreno, L., Kleyn, T. & Sánchez, M. T. (2020). Transforming urban teacher education: The City University of New York. In The CUNY-NYSIEB Team (eds.). Translanguaging and transformative teaching for emergent bilingual students: Lessons from the CUNY-NYSIEB project (pp. 257-270). Routledge.

Menken, K., & Sánchez, M.T. (2020). Distributed leadership in schools with “Emergent Bilingual Leadership Teams” for collaborative decision making. In E. R. Crawford & L. M. Dorner (Eds.), Educational Leadership of Immigrants: Case Studies in Times of Change (chapter 16). New York, NY: Routledge.

Sánchez, M.T. (2016). Introduzione. In Sanfelici, L., & Firpo, E. La visione eteroglossica del bilinguismo: spagnolo lingua d’origine e Italstudio. Modelli e prospettive tra gli Stati Uniti e l’Italia. (pp. 11-13). Milano, Italy; LED.

Menken, K., & Sánchez, M.T. (2016). Foreword. In O. García & T. Kleyn (Eds.) Translanguaging with multilingual students: Learning from classroom moments. New York, NY: Routlege.

García, O., & Sánchez, M.T. (2015). Transforming schools with emergent bilinguals: The CUNY-NYSIEB Project. In I. Dirim et al. (Eds.) Impulse für die migrationsgesellschaft. Bildung, politik, und religion. Waxmann; Münster, Germany.

de Jong, E. J., Arias, M.B. & Sánchez, M.T. (2010). Undermining teacher competences: Another look at the impact of restrictive language policies. In P. Gándara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies.

Sánchez, M.T. (2008). Massachusetts and the English-Only Educational Legislation “Question 2”. Gonzales, J.M. (Ed.) Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage.

Brisk, M.E. & Sánchez, M.T. (2006). What are the legal mandates for educating English language learners in Massachusetts? In R. Freeman & E. Hamayan (Eds.) Educating English language learners: A guide for administrators. (pp. 12-14) Philadelphia, PA; Caslon Publishing.

Medios

Co-producer and Spanish translator of the City University of New York – Initiative on Immigration and Education (CUNY-IIE) Not Too Young: Immigration in Elementary Schools Video Series film “Welcoming New Students: A Guide for Teachers, Created by Students” (2023)

Interview for Univisión Noticias’ news segment in Spanish “Hablar más de un idioma es un súperpoder”: ¿cuáles son las ventajas para las personas bilingües? (2021)

Otras publicaciones

Sánchez, M. T. (2023). Supporting Immigrants in Schools. Professional Development Module. Translanguaging for Multilingual Immigrant Students. New York: CUNY-IIE.

Sánchez, M.T., Espinet, I., & Seltzer, K. (2014). Supporting Emergent Bilinguals in New York: Understanding Successful School Practices. CUNY-NYSIEB, CUNY Graduate Center. New York, NY.

Shakman, K., Riordan, J, Sánchez, M.T., DeMeo Cook, K., Fournier, R., and Brett, J. (2012). An examination of performance-based teacher evaluation systems in five states. (Issues & Answers Report, REL 2012–No. 129). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

Louie, J., Sánchez, M.T., North, C., Cazabon, M., Mello, D., and Kagle, M. (2011). A descriptive analysis of state-supported formative assessment initiatives in New York and Vermont. (Issues & Answers Report, REL 2012–No. 112). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

Sánchez, M.T.; McTigue, A.; Parker, C.; & Akbayin, B. (2011).
Differences in the processes for identifying learning disabilities in ELs in three districts. AccELLerate!, 3(3), pp. 5-6.