Investigación – Research | Pedagogías Críticas para la Enseñanza de Lenguas

Relevant publications

Boyero Agudo, Lara. 2023. Plurilingües, Pluriculturales y Empoderades: Literacidad Crítica y Género en la Enseñanza del Español como Lengua Heredada. University of Oregon, Ph.D. Dissertation.

Higby, Eve, Gámez, Evelyn, and Holguín Mendoza, Claudia. 2023. Challenging Deficit Frameworks in Research on Heritage Language Bilingualism. Applied Psycholinguistics, 1–14. doi:10.1017/S0142716423000048.

Holguín Mendoza, Claudia. 2018. Critical Language Awareness (CLA) for Spanish Heritage Language Programs: Implementing a Complete Curriculum. International Journal of Multilingualism. 12(2), 65-79. DOI: 10.1080/19313152.2017.1401445.

Holguín Mendoza, Claudia. 2022. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness and Agency in SHL. In Melissa A. Bowles (Ed.), Outcomes of University Spanish Heritage Language Instruction in the United States, pp. 149-168. Georgetown University Press.

Holguín Mendoza, Claudia. 2022. Sociolinguistic Justice and Student Agency in Language Education: Towards a Model for Critical Sociocultural Linguistics Literacy. In Sergio Loza and Sara Beaudrie (Eds.), Heritage Language Teaching Critical Language Awareness: Perspectives for Research and Pedagogy, pp. 138-156. UK: Routledge.

Holguín Mendoza, Claudia, & Eve Higby. 2024. Sociolinguistic Style, Awareness, and Agency among Southern California Latinx Spanish–English Bilinguals. Languages 9, no. 10: 323. https://doi.org/10.3390/languages9100323

Holguín Mendoza, Claudia, Higby, Eve, Venegas, Melissa, & Boyero Agudo, Lara. (2024). California Spanish as “Non-Existent”: Spanish Language Ideologies within the Latinx community. In Mara Barbosa and Talia Bugel (Eds), Language attitudes and the Pursuit of Social Justice, pp. 185-207. Taylor & Francis.

Holguín Mendoza, Claudia, Leal, Jorge, & Weise, Julie. 2022. Teach in Spanglish: Latinx history with bilingual primary sources. The American Historian. Latine History Issue.

Holguín Mendoza, Claudia, Davis, Robert L., & Weise, Julie. 2018. La pedagogía crítica y las ciencias sociales: Estrategias para empoderar a los estudiantes de español como lengua de herencia y de L2. Hispania, 101(3), 368-380.

Holguín Mendoza, Claudia & Sánchez-Walker, Noelia. 2024. Beyond Critical Language Awareness: Reflexivity for antiracist critical literacy in Spanish language education. In Covadonga Lamar Prieto & Álvaro González Alba (Eds.), Digital Flux, Linguistic Justice and Minoritized Languages, pp. 77-100. De Gruyter.

Holguín Mendoza, Claudia, & Taylor, Analisa. 2021. Spanish Heritage Language learners abroad: Inclusive pedagogies for critical sociocultural linguistic literacy. In T. Quan, R. Pozzi, and C. Escalante (Eds.), Heritage Speakers of Spanish in study abroad, pp. 219-235. UK: Routledge.

Holguín Mendoza, Claudia, Taylor, Analisa, Romero Montaño, Luz, Lucero, Audrey & Dorantes, Angel 2021. Too Latinx or not Latinx enough: Racial subtexts and subjectivities in a predominantly white university, Journal of Latinos and Education, DOI: 10.1080/15348431.2021.1920945

Mendoza Casanova, Cynthia R. 2024. Diseño de glosas académicas en Lengua de Señas Mexicana, Pautas metodológicas. PhD Dissertation Universidad Autónoma de Baja California, Campus Mexicali.

Sánchez, C., Sierra, A., & Rivas, S. 2024. A Journey into Healing: Reclaiming Heritage Spaces and Identities through a Critical Sociocultural Linguistic Literacy Lens. D. Schwarzer & D. Cedeno (Eds.), Working with Latinx Communities, Families, and Individuals: A Translingual Approach, p. 31-42. Dubuque, IA, Kendall Hunt Publishing Company.

Venegas, Melissa. 2024. Reflexivity and Local Meaning-Making: A Critical Sociocultural Linguistics Literacy (CriSoLL) Approach to Authentic Materials in Higher Education Spanish Language Instruction. University of California Riverside, Ph.D. Dissertation. https://escholarship.org/uc/item/9b19836m#main