https://anasolanocampos.com/publications daily 0.75 2024-06-19 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/517f83c7-f0d8-4526-8f9f-d6d1ca9135bd/tesj.jpeg Publications Solano Campos, A. (2025). Bilingual Motherhood and Hope in Language Teacher Education: A Critical Autoethnography. TESOL Journal, 16(3), 1-13. https://doi.org/10.1002/tesj.70051 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/a9293fde-ab52-4118-8f9c-1a75a96bec37/download.jpeg Publications Solano-Campos, A., & Valdez, C. (2025). Latinas Crossing and Building Bridges into Dual Language Bilingual Education. Journal of Latinos and Education, 1–13. Online First. https://doi.org/10.1080/15348431.2025.2501981 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/6a33e995-f441-494b-9aa3-e66439bfff0d/download+%281%29.jpeg Publications Solano-Campos, A., & Salmerón, C. (2024). “A lot for one human to handle”: the experiences of two dual language bilingual education teachers in the beginning of the COVID-19 pandemic. International Multilingual Research Journal, 1–17. https://doi.org/10.1080/19313152.2024.2414606 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/3286f760-7ecb-45d2-84ba-d345932049ed/uexa_58_6.jpeg Publications Solano-Campos, A. (2023, OnlineFirst). Beyond the land of thorns: Epistemic authorship in dual language bilingual education. Urban Education. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/017393ad-c1ce-4399-9256-b70e13f51583/IJBEB.jpg Publications 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. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/e7577aaa-83f6-48b7-94ef-f372d1eed18e/cer.2022.66.issue-4.cover.png Publications 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. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/0c7c3073-4f9f-4dff-b4b7-e5093cfdde34/Becoming+and+being+a+TESOL+teacher+educator.jpeg Publications 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. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591496207558-IHONN4XJKZEGY31IOMB0/JTE.jpeg Publications 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. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591495738769-K5II8RKETJMM2AD539LJ/aeq.v50.1.cover.jpg Publications 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. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591496489085-YFTLH1502QSS9H2JNDRR/Talking%2BPoints.jpg Publications 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. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591497446940-VKA0IO35RA73LDM5QGES/Multiculturalism+and+Interculturalism.jpg Publications 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. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591496574255-FF652SJFWH1BU84EGOX4/JRIE.jpg Publications 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 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591496726784-29UPATZZD8CZL1I6FHBH/RCIE.png Publications 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 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1686837301819-1KXIG72IHJ7RGDXHVD4S/header-2011.jpg Publications Solano-Campos, A. (2015). The multicultural, multilingual, and transnational Non-Native English Speaking Teacher (NNEST). NNEST-Interest Section Newsletter, TESOL International Association. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591496846051-7QRE6A91WWA9JOAU3LK0/TESOL+Journal.jpg Publications Solano-Campos, A. (2014). The making of an international educator: Transnationalism and nonnativeness in English Teaching and Learning. TESOL Journal, 5(3), 412- 443. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591497170869-23DYIMWY6DOQCE6G0FAQ/Citizenship+Teaching+and+Learning.jpg Publications 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 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591497943962-AYTAF4CTAF07K7KY6SNA/Journal%2Bof%2BIntercultural%2BStudies%2BImage.jpg Publications Solano-Campos, A. (2013). Bringing Latin America’s ‘interculturalidad’ into the conversation. Journal of Intercultural Studies, 34 (5), 620-630 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1686836966907-5W060HBKRAO0FZX3TX5R/Screen_Shot_2020-08-05_at_4.05_.17_PM_2.jpg Publications Solano-Campos, A. (2012). Teaching and learning English in Costa Rica: A critical approach. Letras, 52, 163-178. https://anasolanocampos.com/home daily 1.0 2025-05-13 https://anasolanocampos.com/about daily 0.75 2025-07-16 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/51d95a8d-180d-4441-82a3-e1c2a38cbe6e/IMG_0874.jpg About I am a teacher educator and researcher working at the intersection of language, society, and schools. I am Associate Professor of Language and (Bi)Literacy Education in the Department of Early Childhood and Elementary Education at Georgia State University, where I teach courses on scholarly inquiry, language acquisition, and (bi)literacy. I started my journey as an EFL/ESOL educator. Since then, and for over twenty years, I have worked with bilingual learners and their teachers in Costa Rica and the United States. The purpose of my scholarship and teaching praxis is to support the bilingualism of children, their families and communities, within and outside of schools. https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591555740245-ANEK0DMHP0A8DXBCRE4T/tesol+logo.jpeg About https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591555755183-JI0K6IGHQDVH6YVOKOKH/erasmusplus-logo-all-en-300dpi.jpg About https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591555773383-DBBH9AUTIM8AE6NVVUH3/The+hechinger+report.png About https://anasolanocampos.com/teaching daily 0.75 2024-06-19 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/62a0d5a8-91b1-41ca-a9c4-77f0e0a96c87/Untitled+design+%283%29.jpg Teaching - My teaching praxis is deeply inspired by the critical pedagogy tradition. For critical educators, there is a crucial distinction between banking education and democratic education. The former envisions students as passive containers in which knowledge is deposited, whereas the latter imagines learners as active agents in their own learning and in the transformation of society. I approach all of my classes with the goal to develop democratic educational spaces. https://anasolanocampos.com/research daily 0.75 2025-07-16 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/2343b113-ca13-44a7-b046-c22d6e7a2cdf/3.jpg Research My research stands at the intersection of linguistics, civics, and ethics. I focus on educational sociolinguistics in bilingual/multilingual settings. Using qualitative and comparative lenses, I explore the mechanisms, benefits, and consequences of different approaches to bi/multilingualism in a variety of geopolitical and educational contexts. In my research, I apply interdisciplinary theoretical and methodological perspectives informed by the fields of linguistics, sociology, and anthropology to center and nurture the linguistic identities, practices, and educational experiences of learners, educators, and families. https://anasolanocampos.com/research/https/wwwprnewswirecom/news-releases/bunker-hill-community-college-earns-grant-to-expand-higher-education-access-for-latinos-300187701html monthly 0.5 2020-06-07 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591560265444-GEQJFNSOCKVA7GX092LJ/FB217BB8-E76A-4531-AF64-AB41B97C8B21.png Research - Latino Success Project Year II, 2017-2018 - Latino Success Project: Year II 2017. Co-Investigator. Massachusetts Department of Higher Education. $40,000. PI: Lorna Rivera. Co-Investigators: Fabián Torres-Ardila and Marison Negrón. https://anasolanocampos.com/research/https/wwwumbedu/research/infoforfacultystaff/researchfundingsources/internalfundingprograms/healey monthly 0.5 2020-06-07 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591553766186-5SGBWL7MKKSKAEX1ZN8Y/umass_boston_logo_square.jpg Research - An Ethnography of Teacher Journeys in Newly Implemented Dual Language Program in East Boston - An Ethnography of Teacher Journeys in Newly Implemented Dual Language Program in East Boston 2017. Principal Investigator. Joseph P. Healey Research Grant Program at the University of Massachusetts-Boston. $7,335 https://anasolanocampos.com/research/https/wwwaeranet/newsroom/aera-highlights-e-newsletter/-em-aera-highlights-em-march-2018/aera-awards-six-new-education-research-service-project-grants monthly 0.5 2020-06-07 https://images.squarespace-cdn.com/content/v1/5ed99f0b4cdbd827d99b3bc5/1591554830350-E89SCCH3LEYXIRVSSC48/AERA+LOGO.png Research - Examining the Effectiveness of Biliterate Reading & Writing Strategies in a TWB Program - Examining the Effectiveness of Biliterate Reading & Writing Strategies in a Two-Way Bilingual Program 2018. Co-Principal Investigator. Funded by the American Educational Research Association - Education Research Service Projects Program. $4,380. Co-PI: Meg Burns, Lesley University.