Martinez-Roldan, Carmen (cmm2259)

Martínez-Roldán, C. M. (Ed.). (2021). “Latina agency through narration in education: Speaking up on erasure, identity, and schooling.” Routledge.

Chang, S., Martínez-Roldán, C. M., & Torres-Guzmán, M. (2021). The manifestation of Chinese preservice bilingual teachers' relational agency in a Change Laboratory intervention. Mind, Culture, and Activity: An International Journal, 1-17.

Martínez-Roldán, C. M. (2020). Qualitative case study methodology driven by sociocultural perspectives. In E. B. Moje, P. Afflerbach, P. Enciso, and N. K. Lesaux (eds.), Handbook of Reading Research, Vol 5. New York, NY: Routledge.  

Chang, S., & Martínez-Roldán, C., Torres-Guzmán, M. E. (2020). Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention.” Methodological Innovations, 1-19. https://doi.org/10.1177/2059799120921696

Martínez-Roldán, C. M. (2019). Prácticas pedagógicas después del huracán María: Colaboración de padres y maestros como agentes de cambio en una escuela elemental en Puerto Rico [Pedagogical practices after hurricane María: Collaboration among parents and teachers as agents of change in a Puerto Rican elementary school]. Sargasso: A Journal of Caribbean Literature, Language & Culture, I & II, 71-95.

Martínez-Roldán, C. M., & Dávila, D. (2019). “Holy Molé! and the reproduction of a colonialist perspective.” In H. Johnson, J. Mathis, & K. G. Short (Eds), Critical Content Analysis of Visual Images in Books for Young People (pp. 173-189). New York, NY: Routledge.

Hase, N., Martínez-Roldán, C. M., & Chang, S. (2018). US Bilingual Education and its Application to Japanese EFL Teaching. JASEC The Japanese Association for Studies in English Communication, 79-89.

Chang, S., & Martínez-Roldán, C. M. (2018). Multicultural lessons learned from a Chinese bilingual afterschool program: Using technology to support ethnolinguistic children’s cultural production. Multicultural Education Journal, (Special Edition on 21st Century Learning and Multicultural Education), 25(2), 36-41.

Martínez-Roldán, C. M. (2017). Translanguaging practices as mobilization of linguistic resources in a Spanish/English bilingual after-school program: An analysis of contradictions. In M. Gort (Ed.), The complex and dynamic languaging practices of emergent bilinguals (pp. 82-97). Taylor & Francis/Routledge. Reprint.

Martínez-Roldán, C. M. (2017). When entertainment trumps social concerns: The commodification of Mexican culture and language in Skippyjon Jones. In H. Johnson, J. Mathis, & K. Short (Eds.), Critical content analysis of children’s and young adult literature: Reframing perspectives (pp. 61-76). New York, NY: Routledge.

Martínez-Roldán, C. M., & Quiñones, S.  (2016). Resisting erasure and developing networks of solidarity: Testimonios of two Puerto Rican scholars in the academy. Journal of Language, Identity, and Education, (15)3, 151-164. http://dx.doi.org/10.1080/15348458.2016.1166059

Martínez-Roldán, C. M. (2015). Translanguaging practices as mobilization of linguistic resources in a Spanish/English bilingual after-school program: An analysis of contradictions. International Multilingual Research Journal, 9, 43-58. DOI: 10.1080/19313152.2014.982442

Arizpe, E., Colomer, T., & Martínez-Roldán, C. (2014).Visual Journeys through Wordless Narratives: An International Inquiry with Immigrant Children and The Arrival. London:Bloomsbury. (272pp). [Authors are alphabetized]. Received excellent reviews internationally. Nominated for two U.S. awards.

Martínez-Roldán, C. M. (2014). Digital literacies and Latino literature supporting children’s inquires. In B. B. Flores, O. A. Vásquez, & E. R Clark (Eds), La Clase Mágica: Generating transworld pedagogy (pp. 143-158). Lanham, MA: Lexington Books.

Martínez-Roldán, C. M. (2013). The representation of Latinos and the use of Spanish: A critical content analysis of Skippyjon Jones. Journal of Children’s Literature, 39(1), 5-14.

Martínez-Alvarez, P., Torres-Guzmán, M. E., & Martínez-Roldán, C. (2013). The relevance of the 21^st century expansive metaphor in teacher education, Magisterio, 2(1), 11-24.

Martínez- Roldán, C. (2012). Pláticas literarias con estudiantes bilingües: La metodología de estudio de caso. [A case study methodology to examine literature discussions with bilingual children.] In T. Colomer and Fittifaldi, M. (Eds.). La literatura que acoge: Inmigración y lectura de álbumes. [Literature that welcomes: Childhood, Immigration and Readership.] (pp. 213-238). Barcelona, España: Banco del Libro – Gretel.

Martínez-Roldán, C. M., & Newcomer, S. (2011). “Reading between the pictures”: Immigrant students’ interpretations of The Arrival. Language Arts, 88(3), 188-197. 

Martínez-Roldán, C. M., & Heineke, A. J. (2011). Latino/a literature mediating teacher learning.    Journal of Latinos in Education, 10(3), 245-260. DOI: http://dx.doi.org/10.1080/15348431.2011.581111 

Martínez- Roldán, C. M. (2011). Emergent bilingual learners engaging in critical discussions. In R. J. Meyer, & K. F. Whitmore (Eds.), Reclaiming reading: Teachers, students, and researchers regaining spaces for thinking and action (pp. 236-238). New York: Routledge.

Martínez-Roldán, C. M., & Smagorinsky, P. (2011). Computer-mediated learning and young Latino/a students’ developing expertise. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21^st century society: Advances in cultural historical theory and praxis with non-dominant communities (pp. 162-179). New York: Peter Lang. 

Martínez-Roldán, C. M., & Malavé, G. (2011). Identity construction in the borderlands: The Acosta family. In V. Kinloch (Ed.), Urban literacies: Critical perspectives on language, learning, and community (pp. 53-71). New York: Teachers College Press. 

Medina, C., & Martínez-Roldán, C. M. (2011). Culturally relevant literature pedagogies:  Latino/a students reading in the borderlands. In J. Naidoo (Ed.) Celebrating cuentos: Promoting Latino children's literature and literacy in classrooms and libraries (pp. 259-272). New York: ABC-CLIO (Libraries Unlimited). 

Martínez-Roldán, C. M. (2011). Pláticas literarias con estudiantes bilingües. La metodología de estudio de casos. [A case study methodology to examine literature discussions with bilingual children.] Proceedings of the International Symposium. Fostering Literature: Childhood, Immigration and Readership. Barcelona, Spain. [Available in CD]

Fránquiz, M., Martínez-Roldán, C. I., & Mercado, C. (2010). Teaching Latina/o children’s literature in multicultural contexts: Theoretical and pedagogical possibilities. In S. Wolf, K. Coats, P. Enciso, & C. Jenkins (Eds.), Handbook of research on children’s and young adult literature (pp. 108-120). New York & London: Taylor & Francis and Routledge. 

Martínez-Roldán, C. M., & Fránquiz, M. (2009). Latino/a youth literacy: Hidden funds of knowledge. In L. Christenbury, R. Bomer, and P. Smagorinsky (Eds.), Handbook of adolescent literacy research (pp. 323-342). New York: Guilford.

Martínez-Roldán, C., & Fain, J. G. (2007). Early literacy instruction for linguistically and culturally diverse students. In B. Guzetti (Ed.), Early literacy(pp. 155-172). Praeger Perspectives. 

Martínez-Roldán, C. M., & Sayer, P. (2006). Reading through linguistic borderlands: Latino students’ transactions with narrative texts. Journal of Early Childhood Literacy, 6(3), 297-326. DOI: http://dx.doi.org/10.1177/1468798406069799

Martínez-Roldán, C. M. (2005a). Examining bilingual children’s gender ideologies through critical discourse analysis. Critical Inquiry in Language Studies: An International Journal, 2(3), 157-178. 

Martínez-Roldán, C. M. (2005b). The inquiry acts of bilingual children in literature discussions. Language Arts, 83(1), 22-32.

Martínez-Roldán, C. (2005c). Bilingual children in literature discussions. In L. Díaz-Soto & B. Blue Swadener (Eds.), Power and voice in research with children (pp. 177-190). New York: Peter Lang. 

Martínez-Roldán, C. M. (2005d). The interplay between context and students’ self-regulation in bilingual literature discussions: A case study. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism, (pp. 1501-1521). Somerville, MA: Cascadilla Press. [Available in CD] Peer Reviewed.

Martínez-Roldán, C. M. & Malavé, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts. Journal of Early Childhood Literacy, 4(2), 155-180. 

Martínez-Roldán, C. M. (2003). Building worlds and identities: A case study of the role of narratives in bilingual literature discussions. Research in the Teaching of English, 37(4), 491-526.

Martínez-Roldán, C. (2000). Bilingual children’s responses to multicultural literature on discrimination. The Dragon Lode, 18 (2), 17-23. 

Martínez-Roldán, C. & López-Robertson, J. (1999). Initiating literature circles in a first-grade bilingual classroom. The Reading Teacher, 53 (4), 2-14.

American Educational Research Association (AERA)

Literacy Research Association (LRA)

National Association of Bilingual Education (NABE)

National Council of Teachers of English (NCTE)