Ramón Antonio Martínez earned his doctorate from the Division of Urban Schooling at the UCLA Graduate School of Education and Information Studies.

He is an assistant professor in Literacy, Language and  Education at Stanford University.

His research examines how the everyday language practices of Chicana/Chicano and Latina/Latino students overlap with the forms of academic language and literacy privileged in school settings. In addition, Dr. Martínez explores how competing ideologies inform language policy and classroom practice in urban schools, and how students and teachers in those schools articulate, embody, and challenge such ideologies in their everyday interactions. Prior to his doctoral studies, Martínez worked as an elementary school teacher in the Los Angeles Unified School District.

Selected Publications:

“Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom.” With Deborah K. Palmer, Suzanne G. Mateus, and Kathryn Henderson. The Modern Language Journal 98.3 (2014): 757-772.

“Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children.” Review of Research in Education (2013): 37.

“Research on diverse students in culturally and linguistically complex language arts classrooms.” With A.F. Ball and A. Skerrett. In Handbook of research on teaching the English language arts. 3rd edition. Eds. D. Lapp and D. Fisher. New York: Routledge, 2011. 22-28.

Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy.” Research in the Teaching of English 45.2 (2010): 124-149.

“Found in Translation: Connecting Translating Experiences to Academic Writing.” With Marjorie Faulstich Orellan, Mariana Pacheco, and Paula Carbone. Language Arts85.6 (2008): 421-423, 425-431.



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