
Ramon Martinez
Assistant Professor of Education
Graduate School of Education
Bio
Dr. Martínez explores the intersections of language, race, and ideology in the public schooling experiences of students of color, with a particular focus on bi/multilingual Chicana/o and Latina/o children and youth. His research examines: (1) the everyday language and literacy practices of students of color, and the ways that these practices overlap with the forms of language and literacy privileged in academic settings; (2) the competing ideologies that inform language policy and classroom practice in urban schools, including the ways that students and teachers in these schools articulate, embody, and challenge such ideologies in their everyday interactions; and (3) the preparation of pre-service and in-service teachers to work with culturally and linguistically diverse learners. He has published articles in journals such as Linguistics and Education, Research in the Teaching of English, Anthropology & Education Quarterly, Teachers College Record, and Review of Research in Education.
Administrative Appointments
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Assistant Professor, Stanford Graduate School of Education (2015 - Present)
Boards, Advisory Committees, Professional Organizations
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Elementary School Teacher, Los Angeles Unified School District (1996 - 2002)
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English Teacher, Prague, Czech Republic (2002 - 2003)
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English Teacher, Mexico City, Mexico (2003 - 2004)
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Adjunct Instructor, Teacher Education Program, University of California, Los Angeles (2004 - 2008)
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Adjunct Instructor, Linguistics Department and Teacher Education Department, California State University, Long Beach (2007 - 2008)
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Assistant Professor, Department of Curriculum and Instruction, University of Texas at Austin (2009 - 2015)
Professional Education
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PhD, University of California, Los Angeles, Education (2009)
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MEd, University of California, Los Angeles, Education (1997)
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BA, University of California, San Diego, Literature (1994)
Research Interests
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Achievement
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Diversity and Identity
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Educational Policy
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Immigrants and Immigration
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Literacy and Language
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Poverty and Inequality
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Sociology
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Teachers and Teaching
2020-21 Courses
- Language Policies and Practices
EDUC 388A (Win) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Spr) - Raza Youth in Urban Schools: Mis-educating Chicana/o/x and Latina/o/x Communities
EDUC 131 (Spr) -
Independent Studies (5)
- Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr) - Honors Research
EDUC 140 (Win, Spr)
- Directed Reading
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Prior Year Courses
2018-19 Courses
- Language Policies and Practices
EDUC 388A (Win) - Language, Literacy, and Culture
CSRE 248X, EDUC 248 (Win) - Raza Youth in Urban Schools: Mis-educating Chicana/o/x and Latina/o/x Communities
CHILATST 131, EDUC 131 (Aut)
2017-18 Courses
- Language Policies and Practices
EDUC 388A (Win) - Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations
ANTHRO 320A, CSRE 389A, EDUC 389A, LINGUIST 253 (Spr)
- Language Policies and Practices
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Efrain Brito, Rosa Chavez, Kimiko Lange, Melissa Mesinas, Greses Perez, Emily Reigh, David Song, Sunny Trivedi -
Doctoral Dissertation Advisor (AC)
Paolo Martin -
Doctoral (Program)
Neida Ahmad, Leslie Luqueno, Paolo Martin, CoCo Massengale, Alexander Mejia, Victoria Melgarejo Vieyra, David Morales, Jessica Stovall, Jane Weiss
All Publications
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Beyond the English Learner Label: Recognizing the Richnessof Bi/Multilingual Students' LinguisticRepertoires
READING TEACHER
2018; 71 (5): 515–22
View details for DOI 10.1002/trtr.1679
View details for Web of Science ID 000426294500002
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<bold>"</bold>Are you gonna show this to white people?': Chicana/o and Latina/o students' counter-narratives on race, place, and representation
RACE ETHNICITY AND EDUCATION
2017; 20 (1): 101-116
View details for DOI 10.1080/13613324.2015.1121219
View details for Web of Science ID 000387296100008
- A digital tool grows (and keeps growing) from the work of a community of writers Reading & Writing Quarterly 2015; 31 (2): 185-200
- Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging International Multilingual Research Journal 2015; 9 (1): 26-42
- ¿ Puras Groserías?: Rethinking the Role of Profanity and Graphic Humor in Latin@ Students' Bilingual Wordplay Anthropology & Education Quarterly 2014; 45 (4): 337-354
- Language Brokering and Translanguaging: Lessons on Leveraging Students' Linguistic Competencies Language Arts 2014; 91 (5): 311
- “Do they even know that they do it?”: Exploring awareness of Spanish-English code-switching in a sixth-grade English language arts classroom Bilingual Research Journal 2014; 37 (2): 195-210
- Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom The Modern Language Journal 2014; 98 (3): 757-772
- Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom Linguistics and Education 2013; 24 (3): 276-288
- Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children Review of Research in Education 2013; 37 (1): 269-297
- Zoned for Change: A Historical Case Study of the Belmont Zone of Choice. Teachers College Record 2012; 114 (10): n10
- ' Spanglish ' as Literacy Tool: Toward an Understanding of the Potential Role of Spanish-English Code-Switching in the Development of Academic Literacy Research in the Teaching of English 2010: 124-149