Sociocultural Learning and Teaching: A Bibliography

Jill Kerper Mora, Ed.D.
San Diego State University

Ada, A. F., & Campoy, F. I. (2017). Critical creative literacy for bilingual teachers in the 21st century. Issues in Teacher Education, 26(2), 115-128.

Alfaro, C. (2019). Preparing critically conscious dual-language teachers: Recognizing and interrupting dominant ideologies. Theory Into Practice, 58(2), 194-203.

Alfaro, C., & Bartolomé, L. (2017). Preparing ideologically clear bilingual teachers: Honoring working-class non-standard language use in the bilingual education classroom. Issues in Teacher Education, 26(2), 11-34.

Allard, E. C., Mortimer, K., Gallo, S., Link, H., & Wortham, S. (2014). Immigrant Spanish as liability or asset? Generational diversity in language ideologies at school. Journal of Language, Identity, and Education, 13, 335-355.

Aragón, M. J. (2022). “I think they’re Hispanic:” Agency and meaning-making in Latinx students’ discussions about text. Linguistics and Education, 69(2022), 1-11.

Au, K. H.-P., & Mason, J. M. (1981). Social organizational factors in learning to read: The balance of rights hypothesis. Reading Research Quarterly, 17(1), 115-152.

Babino, A., & Stewart, M. A. (2019). Multiple pathways to multilingual investment: A collective case study of self-identified Mexican students in the U.S. International Multilingual Research Journal, 13(3), 152-167. https://doi.org/https://doi.org/10.1080/19313152.2019.1623635

Barros, S., Domke, L. M., Symons, C., & Ponzio, C. (2020). Challenging monolingual ways of looking at multilingualism: Insights for curriculum development in teacher preparation. Journal of Language, Identity & Education, 1-16. https://doi.org/10.1080/15348458.2020.1753196

Bennett, M. J. (2016). The value of cultural diversity: Rhetoric and reality. SpringerPlus, 5(897), 1-14. Intercultural Development Research Institute.

Bennett, J., Bennett, M. J., & Pusch, M. D. (1997). Sequencing activities for intercultural competence TESOL 1997, Orlando, FL.

Brady, A. C., Griffin, M. M., Lewis, A. R., Fong, C. J., & Robinson, D. H. (2023). How scientific is educational psychology research? The increasing trend of squeezing causality and recommendations from non-intervention studies. Educational Psychology Review, 35(37), 1-11. https://doi.org/doi.org/10.1007/s10648-023-09759-9

Briceño, A. (2021). Influence of sequential and simultaneous bilingualism on second grade dual language students’ use of syntax in reading. Reading Psychology, 42(2), 150-176.

Brooks, M. D. (2016). How and when did you learn your languages? Bilingual student’s linguistic experiences and literacy instruction. Journal of Adolescent & Adult Literacy, 60(4), 383-393.

Brooks, N. (1973). Parameters of culture. In Foreign languages News Exchange. Hartford, CT: Connecticut State Department of Education.

Brooks, N. (1968). Teaching culture in the foreign language classroom. Foreign Language Annals, 1(3), 204-217.

Burwitz-Melzer, E. (2001). Teaching intercultural communicative competence through literature. In M. Byram, A. Nichols, & D. Stevens (Eds.), Developing Intercultural Competence in Practice (pp. 29-43). Multilingual Matters LTD.

Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing intercultural competence in practice. Multilingual Matters.

Cadiero-Kaplan, K. (2004 ). The literacy curriculum and bilingual education. Peter Lang.

Carreira, M. (2004). Seeking explanatory adequacy: A dual approach to understanding the term heritage language learner. Heritage Language Journal, 2(1), 1-25.

Catalano, T., & Hamann, E. (2016). Multilingual pedagogies and pre-service teachers: Implementing “language as a resource” orientations in teacher education programs. Bilingual Research Journal(3-4), 263-278.

Commins, N. (1989). Language and affect: Bilingual students at home and school. Language Arts, 66(1), 29-43.

Coto, M., & Stewart, M. A. (2017). Literatura multicultural en español: ¿Abriendo ventanas o reforzando estereotipos? [Multicultural literature in Spanish: Opening windows or reinforcing stereotypes]. Journal of Latinos and Education, 16(2), 156-163.

Cowan, K., & Sandefur, S. (2013). Building on the linguistic and cultural strenghts of EL students. Voices from the Middle, 20(4), 22-27.

Crozet, C. (2015). First, second, third place and beyond: Reflection on a philosophy of Self and Identity for intercultural language teaching. In W. M. B. Chan, S.K., M. Nagami, & I. Walker (Eds.), Culture and foreign language education: Insights from research and implications for practice. (pp. 135-154). De Gruyter, Inc.

Culiton, K., Marquez, L. M., & Soto-Vásquez, A. D. (2024). Haciendo espejos: Multicultural children’s literature as mirror making. Journal of Latinos and Education, 23(4), 1597-1610.

Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters.

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.

Cummins , J. (2012). The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students. Reading & Writing, 25(8), 1973-1990.

Darder, A. (1991). Culture and power in the classroom: A critcal foundation for bicultural education. Bergin & Garvey.

Deardorff, D. K. (2019). Manual for developing intercultural competencies: Story circles. Taylor & Francis Group.

Díaz, E., & Flores, B. M. (2001). Teacher as sociocultural, sociohistorical mediator: Teaching to the potential. In M. L. Reyes (Ed.), The best for our children: Critical perspectives on literacy for Latino students (pp. 29-47). Teachers’ College Press.

Dickson, G. L., Chun, H., & Torres Fernández, I. (2016). The development and initial validation of the student measure of culturally responsive teaching. Assessment of Effective Intervention, 41(3), 141-154.

Domke, L. M. (2020). Clarity, culture, and complications: An analysis of Spanish-English dual-language concept books. Journal of Children’s Literature, 46(1), 23-36.

Domke, L. M., Kaplan, M., & Bingham, G. E. (2024). Differentiated reading groups: Bridging literacy instruction and culturally sustaining pedagogy. The Reading Teacher, 77(6), 800-809.

Duarte, J. (2019). Translanguaging in mainstream education: A sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2), 150-165.

Ebe, A. (2010). Culturally relevant texts and reading assessment for English Language Learners. Reading Horizons: A Journal of Literacy and Language Arts, 50(3), 193-310.

Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, 20(1), 31-48.

Falcón, R. (1998). Salsa: A taste of Hispanic culture. Praeger.

Farruggio, P. (2010). Latino immigrant parents’ views of bilingual education as a vehicle for heritage preservation. Journal of Latinos and Education, 9(1), 3-21.

Fedeli, D., Del Maschio, N. S., Simone, Rothman, J., & Abutalebi, J. (2021). The bilingual structural connectome: Dual-language experiential factors modulate distinct cerebral networks. Brain and Language, 220(104978), 1-11.

Feinauer, E., & Howard, E. J. (2014). Attending to the third goal: Cross-cultural competence and identity development in two-way immersion programs. Journal of Immersion and Content-Based Language Education, 3(2), 257-272.

Flores, B. M., Flores, R., Bobadilla, A., Noriega, A. V., & Gustafson-Corea, J. (2024). CABE’s critical effective literacy/biliteracy pedagogy framework. Multilingual Educator(CABE 2024 Edition), 7-11.

Ford, A. (2019). Equalizing learning environments through a model of professional development converging critical self-reflection, cultural proficiency, and self-determination theory. Educational Planning, 26(3), 19-30.

Fránquiz, M. E. (2012). Key concepts in bilingual education: Identity texts, cultural citizenship, and humanizing pedagogy. The NERA Journal, 48(1), 32-42.

Freebody, P., Luke, A., & Gilbert, P. (1991). Reading positions and practices in the classroom. Curriculum Inquiry, 21(4), 435-457.

Freire, J. A., & Feinauer, E. (2020). Vernacular Spanish as a promoter of critical consciousness in dual language bilingual education classrooms. Internation Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2020.1775778

Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English learners and restrictive language policies. Teachers College Press.

García, O., & Kleifgen, J. A. (2020). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553-571.

Ghiso, M. P. (2013). Every language is special: Promoting dual language learning in multicultural primary schools. Young Children, 68(1), 22-27.

Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not say. American Educator, 8, 23, 41-44.

Hamayan, E. (2012). What is the role of culture in language learning? In E. Hamayan & R. F. Field (Eds.), English language learners at school: A guide for administrators (2nd ed., pp. 47-49). Caslon Publishing.

Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27, 421-443.

Howard, E. R., Lindholm-Leary, K., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding Principles for Dual Language Education (3rd ed.). Center for Applied Linguistics.

Hsiao, Y.-J. (2015). The culturally responsive teacher peparedness scale: An exploratory study. Contemporary Issues in Education Research, 8(4), 241-249.

Juan-Garau, M. (2014). Heritage language use and maintenance in multilingual communities. Applied Linguistics Review, 5(2), 425-440.

Kamberelis, G., & Bovino, T. D. (1999). Cultural artifacts as scaffolds for genre development. Reading Research Quarterly, 342, 138-170.

Kim, D. (2019). Elementary English learners’ use of reading strategies with culturally relevant and culturally distant stories. Journal of Language, Identity and Education, 18(2), 73-9

Kovelman, I., Baker, S. A., & Petitto, L. (2008). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11(2), 203-223.

Lindholm-Leary, K. J., & Genesee, F. (2014). Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education, 2(2), 165-180.

Lindsey, R. B., Nuri Robins, K., Terrell, R. D., & Lindsey, D. B. (2019). Cultural proficiency: A manual for school leaders (Fourth ed.). Corwin.

Lyttle, A. D., Barker, G. G., & Cornwell, T. L. (2011). Adept through adaptation: Third culture individuals’ interpersonal sensitivity. International Journal of Intercultural Relations, 32, 686-694.

Maitra, D. (2017). Funds of knowledge: An underrated tool for school literacy and student engagement. International Journal of Society, Culture & Language, 5(1), 94-102.

Martín-Laguna, S., & Alcón-Soler, E. (2018). Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach. System, 75, 68-80.

Martínez, R. A., & Mejía, A. F. (2020). Looking closely and listening carefully: A sociocultural approach to understanding the complexity of Latina/o/x students’ everyday language. Theory Into Practice, 59(1), 53-63.

Martínez-Álvarez, P., Ghiso, M. P., & Martínez, I. (2012). Creative literacies and learning with Latino emergent bilinguals. Learning Landscapes, 6(1), 273-296.

Moll, L. C., & Arnot-Hopffer, E. (2005). Sociocultural competence in teacher education. Journal of Teacher Education, 56(3), 242-247.

Moll, L. C., Soto-Santiago, S. L., & Schwartz, L. (2013). Funds of knowledge in changing communities. In K. Hall, T. Cremin, B. Comber, & L. C. Moll (Eds.), International handbook of research on children’s literacy, learning, and culture (pp. 172-183). John Wiley & Sons, Ltd.

Montrul, S. (2011). The linguistic competence of heritage speakers. Studies in Second Language Acquisition, 33, 155-161.

Mora, J. K. (2024). Reaffirming multilingual educators’ pedagogical knowledge base. Multilingual Educator, February(CABE 2024 Edition), 12-14.

Mora, J. K., & Dorta-Duque de Reyes, S. (2025). Biliteracy and cross-cultural teaching: A framework for standards-based transfer instruction in dual language programs. Paul H. Brookes Publishing Co.

Mora, J. K., Lampkin, E., Flores, B., & Flemington, A. (2024). Pushing back against Science of Reading mandates: The California story. CCTE Fall 2024 Research Monograph, 47-58.

Morris, M. W., Chiu, C.-y., & Liu, Z. (2015). Polycultural psychology. Annual Review of Psychology, 66, 631-659.

Goldenberg, C., Rueda, R., & August, D. (2006). Synthesis: Sociocultural contexts and literacy development. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 249-267). Lawrence Erlbaum Associates.

Portes, A., & Rumbaut, R. G. (2014). Immigrant America: A portrait (4th ed.). University of California Press.

Falcón, R. (1998). Salsa: A taste of Hispanic culture. Praeger.

Reese, L., & Goldenberg, C. (2008). Community literacy resources and home literacy practices among immigrant Latino families. Marriage and Family Review, 43(1-2), 109-139.

Robinson-Cimpian, J. P., Thompson, K. D., & Umansky, I. M. (2016). Research and policy considerations for English learner equity. Policy Insights from the Behavioral and Brain Sciences 3(1), 129-137.

Romijin, B. R., Slot, P. L., & Leseman, P. P. M. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236.

Schultz, L. (2016). Resisting assimilation: Deliberate acculturation by the American English language learner. Multicultural Perspectives, 18(2), 103-107.

Sercu, L. (2010). Assessing intercultural competence: More questions than answers. In A. Paran & L. Sercu (Eds.), Testing the untestable in language education (pp. 17-34). Multilingual Matters.

Sharp, L. A., & Johnson, R. D. (2016). Overcoming cultural inequalities with diverse children’s literature: Recommendations that support culturally responsive teaching with multicultural literature. English in Texas, 46(1), 23-29.

Shaules, J. (2015). The intercultural mind: Connecting culture, cognition, and global living. Intercultural Press.

Sleeter, C. (2004). Context-conscious portraits and context-blind policy. Anthropology and Education Quarterly, 35(1), 132-136.

Spenader, A. J. W., Pamela M., & Glynn, C. (2020). When culture is content: Applications for content-based instruction in the world language classroom. Language Teaching Research, 24(4), 476-495.

Stone, R., de Hoop, T., Coombes, A., & Nakamura, P. (2019). What works to improve early grade literacy in Latin America and the Caribbean? A systematic review and meta-analysis. Campbell Systematic Reviews Issue. John Wiley & Sons LTD.

Storme, J. A., & Derakhshani, M. (2002). Defining, teaching, and evaluating cultural proficiency in the foreign language classroom. Foreign Language Annals, 35(657-668).

Swain, M. L., Sharon. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1(1), 101-129.

Timpe, V. (2013). Assessing intercultural language learning: The dependence of receptive sociopragmatic competence and discourse competence on learning opportunities and input. Frankfurt am Main, Germany.

Toth, P. D., & Davin, K. J. (2016). The sociocognitive imperative of L2 pedagogy. The Modern Language Journal, 16, 148-168.

Valdés, G. (2015). Latin@s and the intergenerational continuity of Spanish: The challenges of curricularizing language. International Multilingual Research Journal, 9, 253-273.

Van Oudenhoven, J. P., & Benet-Martínez, V. (2015). In search of a cultural home: From acculturation to frame-switching and intercultural competencies. International Journal of Intercultural Relations, 46, 47-54.

Volet, S. (1999). Learning across cultures: Appropriateness of knowledge transfer. International Journal of Educational Research, 31, 625-643.

Wallace, C. (1968). Learning to read in a multicultural society: The social context of second language literacy. Prentice Hall.

Weaver, G. (2014). Intercultural relations: Communication, identity, and conflict. Pearson.

Weidermann, W., & Von, E. A. (Eds.). (2016). Statistics and causality: Methods for applied empirical research. John Wiley & Sons, Inc.

Welch, I. (2015). Building interactional space in an ESL classroom to foster bilingual identity and linguistic repertoires. Journal of Language, Identity, and Education, 14, 80-95.

Worthy, J., Nuñez, I., & Espinoza, K. (2016). “Wow, I get to choose now!” Bilingualism and biliteracy development from childhood to young adulthood. Bilingual Research Journal, 39(1), 20-34.

Yoon, H. S. (2019). Playful literacies, creativity, and multilingual practices. The Reading Teacher, 72(5), 551-557.