Publications

Solano-Campos, A. (2023, OnlineFirst). Beyond the land of thorns: Epistemic authorship in dual language bilingual education. Urban Education.

Solano-Campos, A. (2023, OnlineFirst). Beyond the land of thorns: Epistemic authorship in dual language bilingual education. Urban Education.

Solano-Campos, A., & Burns, M. (2022). Spaces of dissonance in dual language: Teacher sense-making of a new biliteracy strategy. International Journal of Bilingual Education and Bilingualism, 25(10), 3875-3887.

Solano-Campos, A., & Burns, M. (2022). Spaces of dissonance in dual language: Teacher sense-making of a new biliteracy strategy. International Journal of Bilingual Education and Bilingualism, 25(10), 3875-3887.

Solano-Campos, A. (2022). English as a Foreign Language policy in Latin America: The neoliberal “multilingual” nationalism of Costa Rica. Comparative Education Review, 66(4), 643-663.

Solano-Campos, A. (2022). English as a Foreign Language policy in Latin America: The neoliberal “multilingual” nationalism of Costa Rica. Comparative Education Review, 66(4), 643-663.

Sharkey, J., Peercy, M., Solano-Campos, A., & Schall-Leckrone, L. (2021). Being a reflective practitioner and scholar in TESOL: Methodological considerations. In Yuan, E.R., & Lee, I. (Eds.). Becoming and being a TESOL teacher educator: Research and

Sharkey, J., Peercy, M., Solano-Campos, A., & Schall-Leckrone, L. (2021). Being a reflective practitioner and scholar in TESOL: Methodological considerations. In Yuan, E.R., & Lee, I. (Eds.). Becoming and being a TESOL teacher educator: Research and practice. NY: Routledge.

Solano-Campos, A., Hopkins, M., & Quaynor, L. (2020). Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory. Journal of Teacher Education, 1- 15.

Solano-Campos, A., Hopkins, M., & Quaynor, L. (2020). Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory. Journal of Teacher Education, 1- 15.

Solano-Campos, A. (2019). The Nicaraguan diaspora in Costa Rica: Schools and the disruption of transnational social fields. Anthropology and Education Quarterly, 50(1), 48-65.

Solano-Campos, A. (2019). The Nicaraguan diaspora in Costa Rica: Schools and the disruption of transnational social fields. Anthropology and Education Quarterly, 50(1), 48-65.

Solano-Campos, A., Acevedo, M., & Paugh, P. (2019). Educating early childhood preservice teachers about dual language theory and practice. Talking Points, 30(2), 10-18.

Solano-Campos, A., Acevedo, M., & Paugh, P. (2019). Educating early childhood preservice teachers about dual language theory and practice. Talking Points, 30(2), 10-18.

Solano-Campos, A. (2016). Models of diversity in the Americas: Avenues for dialogue and cross-pollination. In Meer, N., Modood, T., & Zapata-Barrero, R. (Eds.). Multiculturalism and interculturalism: Debating the dividing lines. Edinburgh, UK: Edinbu

Solano-Campos, A. (2016). Models of diversity in the Americas: Avenues for dialogue and cross-pollination. In Meer, N., Modood, T., & Zapata-Barrero, R. (Eds.). Multiculturalism and interculturalism: Debating the dividing lines. Edinburgh, UK: Edinburgh University Press.

Solano-Campos, A. (2017). Language ideologies in a U.S. state-funded international school: The invisible linguistic repertoires of bilingual refugee students. Journal of Research in International Education, 16(1), 36-54

Solano-Campos, A. (2017). Language ideologies in a U.S. state-funded international school: The invisible linguistic repertoires of bilingual refugee students. Journal of Research in International Education, 16(1), 36-54

Solano-Campos, A. (2015). Children’s national identity in multicultural classrooms in Costa Rica and the United States. Research in Comparative and International Education, 10(1), 71-94

Solano-Campos, A. (2015). Children’s national identity in multicultural classrooms in Costa Rica and the United States. Research in Comparative and International Education, 10(1), 71-94

Solano-Campos, A. (2015). The multicultural, multilingual, and transnational Non-Native English Speaking Teacher (NNEST). NNEST-Interest Section Newsletter, TESOL International Association.

Solano-Campos, A. (2015). The multicultural, multilingual, and transnational Non-Native English Speaking Teacher (NNEST). NNEST-Interest Section Newsletter, TESOL International Association.

Solano-Campos, A. (2014). The making of an international educator: Transnationalism and nonnativeness in English Teaching and Learning. TESOL Journal, 5(3), 412- 443.

Solano-Campos, A. (2014). The making of an international educator: Transnationalism and nonnativeness in English Teaching and Learning. TESOL Journal, 5(3), 412- 443.

Solano-Campos, A. (2014). Refugee children saying and doing citizenship: Global-Local tensions and common civic spaces in an international school in the United States. Citizenship Teaching and Learning, 9 (2), 135-156

Solano-Campos, A. (2014). Refugee children saying and doing citizenship: Global-Local tensions and common civic spaces in an international school in the United States. Citizenship Teaching and Learning, 9 (2), 135-156

Solano-Campos, A. (2013). Bringing Latin America’s ‘interculturalidad’ into the conversation. Journal of Intercultural Studies, 34 (5), 620-630

Solano-Campos, A. (2013). Bringing Latin America’s ‘interculturalidad’ into the conversation. Journal of Intercultural Studies, 34 (5), 620-630

Solano-Campos, A. (2012). Teaching and learning English in Costa Rica: A critical approach. Letras, 52, 163-178.

Solano-Campos, A. (2012). Teaching and learning English in Costa Rica: A critical approach. Letras, 52, 163-178.