Publications – LatCrit Sociocultural Linguistics Lab

Relevant Publications

Boyero Agudo, L. (2023). Plurilingües, Pluriculturales y Empoderades: Literacidad Crítica y Género en la Enseñanza del Español como Lengua Heredada. University of Oregon, Ph.D. Dissertation.
Higby, E., Gámez, E., and Holguín Mendoza, C. (2023). Challenging Deficit Frameworks in Research on Heritage Language Bilingualism. Applied Psycholinguistics, 1–14. doi:10.1017/S0142716423000048.

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

Holguín Mendoza, C., Leal, J., & Weise, J. (2022). Teach in Spanglish: Latinx history with bilingual primary sources. The American Historian. Latine History Issue.

Holguín Mendoza, C., Davis, R. L., & Weise, J. (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, C. & Sánchez-Walker, N. (2024). Beyond Critical Language Awareness: Reflexivity for antiracist critical literacy in Spanish language education. In C. Lamar Prieto & A. González Alba (Eds.), Digital Flux, Linguistic Justice and Minoritized Languages, pp. 75-98. De Gruyter.

Holguín Mendoza, C., & Taylor, A. 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.