Publications and Presentations

Selected Peer-reviewed Journal Articles:

-Alvarez, A., Peña Teeters, L., Penuel, W. & Esteban-Guitart. (2023). Considerations to Engage a Funds of Identity Approach as a Vehicle toward Epistemic Justice in Educational Settings. Learning, Culture and Social Interaction, 40(100718), 1-14.

-Teeters, L., Shedro, M., Alvarez, A., Schultz, K., Gleason, E., Zigarelli, J. & Trejo, B. (2023). Circles de Confianza: Using Multimodal Testimonios to Build Culturally Sustaining Schools. Ethnography and Education, 18(4), 356-375.

-Martin, L., Henderson, K. & Alvarez, A. (2023). Latinx parent decisions, voices, and visions in the construction of two-way dual language bilingual education programs. Bilingual Research Journal, 46(1-2), 82-99.

-Bernstein, K., Alvarez, A., Chaparro, S. & Henderson, K. (2021). “We live in the age of choice”: school administrators, school choice policies, and the shaping of dual language bilingual education. Language Policy, 20(3), 383–412.

-Alvarez, A., Peña Teeters, L., Hamm-Rodriguez, M. & Dimidjian, S. (2021). Understanding children’s funds of Identity for learning through multimodal self-expressions in Mexico City Public Schools. Learning, Culture and Social Interaction, 29(100513), 1-16.

-Alvarez, A. (2021). Agentive roles and metalinguistic negotiations: The linguistic capital in interactions between parents and children from Mexican immigrant backgrounds. Journal of Language, Identity and Education, 22(6), 652-672.

-Alvarez, A. & Butvilofsky, S. (2021). The biliterate writing development of bilingual first graders. Bilingual Research Journal, 44(2), 189-212. -Alvarez, A. (2021). The perspectives and experiences of families from Mexican immigrant backgrounds with collaborative project-based learning in their children’s bilingual classroom. Journal of Latinos and Education, 22(3), 1192-1207.

-Alvarez, A. (2021). Connecting funds of knowledge to funds of identity through a bilingual multimodal project-based approach. International Journal of Education for Social Justice, 10(1), 105-124.

-Alvarez, A. (2020). Experiential knowledge as capital and resistance among families from Mexican immigrant backgrounds. Equity & Excellence in Education, 53(4), 483-504.

-Alvarez, A. (2018). Experiential knowledge and project-based learning in bilingual classrooms. Bank Street Occasional Paper Series: Supporting Young Children of Immigrants in PreK-3, 39, 1-18.

-Alvarez, A. (2018). Drawn and written funds of knowledge: A window into emerging bilingual children’s experiences and social interpretations through their written narratives and drawings. Journal of Early Childhood Literacy, 18(1), 97-128.

Book Chapters

-Bernstein, K. A., Henderson, K. I., Chaparro, S., & Alvarez, A. (2024). Creating DLBE programs that center equity in the face of school choice policies. In G. Delavan, J. A. Freire, & K. Menken (Eds.), Overcoming the gentrification of dual language bilingual education: Solution-oriented research and stakeholder resources (pp. 271-284). Multilingual Matters.

-Alvarez, A. (2023). Multimodal Pedagogical Approaches to Center the Funds of Knowledge and Identity of Latinx/e Children from Immigrant Backgrounds in U.S. Classroom Settings. In Esteban-Guitart, M. (Ed.), Funds of Knowledge and Identity Pedagogies for Social Justice: International Perspectives and Praxis from Communities, Classrooms, and Curriculum (pp.165-179). Routledge.

-Alvarez, A. (2022). Multimodality as a Pathway to Bilingual Learners’ Funds of Knowledge. In L. Hao & S. Brown (Eds.), Multimodal Literacies in Young Emergent Bilinguals: Speaking Back to Print-Centric Practices (pp. 147-159). Multilingual Matters.