MLRC researchers contribute to the field of teaching and learning for multilingual learners in many ways, including publications in both practitioner-focused and peer review journals. We share below key publications in areas in which we are currently engaged.
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Language Ideologies and Language Policies
- Bettney Heidt, E. & Olson-Wyman, S. (2025). International School Teachers’ Language Ideologies: An Exploration through Methodological Pluralism. Journal of Research in International Education.
- Bettney Heidt, E. (2023). A Critical Examination of Language Ideologies and Policies in an International School in Colombia. Teachers College Record.
- Bettney Heidt, E. & Castano Rodriguez, C. (2023). Decolonizing an English as an Additional Language Curriculum: Addressing Cultural Violence in a Colombian School. In C. Carter and R.K. Dhungana, Educating for Peace through Countering Violence Strategies in Curriculum and Instruction. Taylor & Francis.
- Castro, M. (2025). Language-Integrated Framework for Teaching (LIFT): A Framework Supporting Multilingual Learners Through Core Teaching Practices
- Castro, M. & Boals, T. (2024). Reframing opportunities for multilingual learners through biliteracy practices. In D. Nieto, K. Escamilla, E. Almanza, E. Hogan & J. Rodríguez (Eds.), ¡Qué BUENO!: A History of Advocacy and Care for Culturally and Linguistically Diverse Education (pp. 166-175). Velazquez Press.
- Matthieu S. C., Castro M., Reinke-Henn K., Page M. Z. (2025). Under the law: Unveiling ideological orientations and local practices of bilingual-bicultural education programs in Wisconsin
- Prasad, G. & Bettney Heidt, E. (2023). Be (com) ing multilingual listeners: preparing (monolingual) teacher candidates to work with multilingual learners in mainstream classrooms, Language Awareness, 1-21.
Translanguaging and Literacy
- Ibarra Johnson, S. & Castro, M. (in press). Speaking your Truth: Teacher Journeys Toward Language Heteroglossic Ideologies. In M. Gort, A. Zapata, Seltzer, K. & Gomez, M. Translanguaging Perspectives on Writing Development and Pedagogy: Learning from Findings Across Contexts!
- Bettney Heidt, E. (2025). Who needs tildes anyways?: a decolonial analysis of student engagement in translanguaging practices and pedagogies. Journal of Multilingual and Multicultural Development, 1-17.
- Zoeller, E., & Castro, M. (2025). “If we could look at kids as a whole”: Teachers negotiating science of reading approaches with multilingual learners. NABE Journal of Research and Practice, 1–23.
- Castro, M. & Henn-Reinke, K. (2024). Transliderando el cambio: Transforming pedagogical leadership in dual language programs. In S. Ibarra Johnson, M. Armijo-Romero & M. Jurado (Eds.), Cultivating the Pedagogy of Translanguaging for K-12 Transformative Education: Approaches, Activities, and Strategies for Students and Teachers. Velazquez Press.
- Bhasin, A., Castro, M., and Román, D. (2023). Translanguaging through the lens of social justice: Unpacking educators’ understanding and practices. International Multilingual Research Journal, DOI: 10.1080/19313152.2023.2208510
- Bettney Heidt, E. (2023). Translanguaging Pedagogies as a Tool to Decolonize Multilingual Education in International Schools. In Zaidi, R., Boz., U. & Moreau, E. Transcultural Pedagogies for Multilingual Classrooms: Responding to Changing Realities in Theory and Practice. Multilingual Matters.
Multilingual Learners in International Schools
- Bettney Heidt, E. & Nordmeyer, J. (2023). Shifting Linguistic Landscapes Within the Context of International Schools. In M. Barker, R. Hansen and L. Hammer, Handbook of Research on Critical Issues and Global Trends in International Education. IGI Global Publishing.
- Nordmeyer, J. (2023). From Testing to Teaching: Equity for Multilingual Learners in International Schools. Teachers College Record.
