I design identity-centered, research-grounded curriculum for bilingual and multilingual learners — rooted in South Texas, reaching toward systemic change. My work sits at the intersection of language education, culturally responsive pedagogy, and educational technology, and is always built with the communities it serves at the center.
An original, identity-centered biliteracy curriculum for Grade 4 dual language classrooms — 7 units planned, Unit 1 Semana 1 fully developed with complete lesson plans, slide decks, and teacher guides. Anchored in an original text authored by M. Jiménez.
A free, educator-facing digital platform for discovering and deploying bilingual and bicultural texts — with Language Objectives, Biliteracy Skills, Teacher Lens Notes, and Translanguaging supports built into every entry.
A practitioner-research presentation reframing translanguaging as a strategically planned instructional move — explicitly tied to ACTFL proficiency goals — delivered to the San Antonio Association for Bilingual Education.
A practitioner narrative documenting one educator's pedagogical response to anti-immigrant rhetoric in South Texas — centering explicit academic language instruction, curriculum redesign, and strategic translanguaging.