Ramon Martinez
Associate Professor of Education
Graduate School of Education
Bio
Ramón Antonio Martínez is an associate professor in the Graduate School of Education and the Center for Comparative Studies in Race and Ethnicity at Stanford University. His research explores the intersections of language, race, and ideology in K-12 public schools, with a particular focus on literacy learning among multilingual children and youth, and the preparation of teachers to work in multilingual settings. In addition to his long-term, community-engaged, and ethnographically informed research, Dr. Martínez actively supports pre-service teachers through his ongoing work in the Stanford Teacher Education Program (STEP). His scholarship has been published in journals such as Anthropology & Education Quarterly, International Multilingual Research Journal, Language Policy, Linguistics and Education, Modern Language Journal, Research in the Teaching of English, and Review of Research in Education. Dr. Martínez earned his Ph.D. from the Division of Urban Schooling in the Graduate School of Education & Information Studies at the University of California, Los Angeles.
Administrative Appointments
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Associate Professor, Stanford Graduate School of Education (2022 - Present)
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Assistant Professor, Stanford Graduate School of Education (2015 - 2022)
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
2024-25 Courses
- Language Policies and Practices
EDUC 388A (Aut) - Methods and Materials in Bilingual Classrooms
EDUC 264E (Aut) - Qualitative Analysis in Education
EDUC 450A (Spr) -
Independent Studies (6)
- Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Honors Research
EDUC 140 (Aut, Win, Spr, Sum) - Senior Thesis
SOC 196 (Aut, Sum)
- Directed Reading
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Prior Year Courses
2023-24 Courses
- Language Policies and Practices
EDUC 388A (Aut) - Qualitative Analysis in Education
EDUC 450A (Spr) - Social Interaction Analysis
EDUC 408 (Win)
2022-23 Courses
- Language Policies and Practices
EDUC 388A (Win) - Qualitative Analysis in Education
EDUC 450A (Spr) - Raza Youth in Urban Schools: Mis-educating Chicana/o/x and Latina/o/x Communities
CHILATST 131, EDUC 131 (Aut)
2021-22 Courses
- Language Policies and Practices
EDUC 388A (Win) - Qualitative Analysis in Education
EDUC 450A (Spr) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Spr)
- Language Policies and Practices
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Ruben Gonzalez, Alexandros Orphanides -
Doctoral Dissertation Advisor (AC)
Rita Kamani-Renedo, CoCo Massengale -
Master's Program Advisor
Sarahi Espinoza Salamanca, Ana Marini, Anchal Sayal -
Doctoral Dissertation Co-Advisor (AC)
Leslie Luqueno, Victoria Melgarejo Vieyra, David Morales, Jane Weiss -
Doctoral (Program)
Ed'd Bhagwandeen, Rita Kamani-Renedo, Gabriela Lopez, Leslie Luqueno, CoCo Massengale, Victoria Melgarejo Vieyra, David Morales, Jackelyn Rivera-Orellana, 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
- Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging International Multilingual Research Journal 2015; 9 (1): 26-42
- A digital tool grows (and keeps growing) from the work of a community of writers Reading & Writing Quarterly 2015; 31 (2): 185-200
- ¿ Puras Groserías?: Rethinking the Role of Profanity and Graphic Humor in Latin@ Students' Bilingual Wordplay Anthropology & Education Quarterly 2014; 45 (4): 337-354
- “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
- Language Brokering and Translanguaging: Lessons on Leveraging Students' Linguistic Competencies Language Arts 2014; 91 (5): 311
- 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