Drawing on the science of learning and second language acquisition, I help schools, universities, and teacher-prep programs put research to work where it matters most.
Peer-reviewed scholarship on teacher cognition, heritage languages, and academic language development across K–16.
Undergraduate and graduate courses in ESOL and Bilingual Education, grounded in student-centered, evidence-based pedagogy.
Curriculum design and professional development for schools, districts, and teacher-preparation programs.
Drawing on research on the science of learning and second language acquisition instruction, I help schools, universities, and teacher-prep programs turn that research into classrooms that fulfill multilingual learners' rights.
I'm an adjunct professor of TESOL and Bilingual Education at three major universities in South Florida (UM / FIU / NSU). I teach undergraduate- and graduate-level courses in ESOL, Bilingual Education, Applied Education Research, Education Policies, Foundations of Education, and Asset Pedagogies. My research focuses on how learners' subjectivities can be the basis for learning, and how multilingual learners use their background knowledge to develop academic language in multilingual settings. Outside the classroom, I consult with schools, organizations, and districts on curriculum design for English learners and bilingual programs, as well as professional development for teachers.
Peer-reviewed scholarship on teacher cognition, heritage languages, and academic language development — presented at AERA and AAAL, and put to work in real programs.
Explore academic workI partner with schools, districts, organizations, and higher-ed programs to design and refine curriculum for English learners and bilingual programs — grounded in current research on the science of learning and second language acquisition and built on student-centered and asset pedagogies.
Explore consultingWhen teachers treat a learner’s home language as a resource rather than an obstacle, academic language grows faster — not slower. Here is what the research says, and what it looks like in practice.
Read moreStrong dual-language curriculum starts at the end. A short field guide to designing units where language development and content learning genuinely reinforce each other.
Read moreSpaced retrieval, metacognition, and worked examples are not just for cognitive scientists. Here is how three durable findings translate directly into the multilingual classroom.
Read moreLetting learners draw on their whole linguistic repertoire is not the absence of structure. Done well, it is one of the most deliberate moves a teacher can make.
Read moreFeedback that changes practice is specific, timed, and tied to a next action. A short reflection on coaching the educators who will teach multilingual learners.
Read moreA single number rarely tells us what a multilingual reader can do. What we learn when we listen to how learners make meaning from text.
Read moreSupporting a learner’s heritage language is not a nicety. It is a matter of belonging, identity, and access to grade-level content.
Read moreBrowse the full archive of writing and reflections, newest first.
View allWhether you have a question about my research, want to talk curriculum consulting, or just want to say hello — I’d love to hear from you.
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