Publications and Presentations

Peer-reviewed Articles:

• McKimmy, C., Peña Teeters, L., Alvarez, A., Boeldt, D., Carol, E., Pacheco, J., Yamamoto, F., Shedro, M., Zigarelli, J., & Dimidjian, S. (2021). “Nuestra escuela, nuestras voces” (our school, our voices): Using photovoice to promote compassion in schools. Journal of Latinos and Education. https://doi.org/10.1080/15348431.2021.1979556
• 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. https://doi.org/10.1080/15348458.2021.1954004
• Alvarez, A. & Butvilofsky, S. (2021). The biliterate writing development of bilingual first graders. Bilingual Research Journal. https://doi.org/10.1080/15235882.2021.1950075
• 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. https://doi.org/10.1080/15348431.2021.1935257
• 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. https://doi.org/10.15366/riejs2021.10.1.007
• Peña Teeters, L., McKimmy, C., Shedro, M., Ashar, Y., Alvarez, A., Price, E., Dimidjian, S. (2021). Teaching as mediation: Exploring the impacts of a teacher training program on generating social and emotional learning environments. Journal of Teacher Education and Educators, 10(1) , 25-46. https://dergipark.org.tr/tr/pub/jtee/issue/62163/742982
• Peña Teeters, L., Shedro, M., Alvarez, A., McKimmy, C., Dimidjian, S. (2021). Teaching as mediation: The influence of professional development on teacher identity in Mexico City public schools. The Teacher Educator. https://doi.org/10.1080/08878730.2021.1916141
• 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. Learning, Culture and Social Interaction, 29(100513). https://doi.org/10.1016/j.lcsi.2021.100513
• 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. https://doi.org/10.1007/s10993-021-09578-0
• Alvarez, A. (2020). Experiential knowledge as capital and resistance among families from Mexican immigrant backgrounds. Equity & Excellence in Education, 53(4), 483-504. https://doi.org/10.1080/10665684.2020.1791766
• 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. https://educate.bankstreet.edu/occasional-paper-series/vol2018/iss39/8/
• 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. https://doi.org/10.1177/1468798417740618

Book Chapters

• 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: Beyond print-centric practices. Multilingual Matters.