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  • Bilingual teacher candidates are not immune to monolingual policies and perspectives because they have managed to maintain and develop bilingualism and biliteracy, as many grew up under restrictive language policies at the federal, state, district, school, and home levels. Tensions will always exist for bilingual educators and their students. They are living and navigating a society that has historically privileged English in the very design of the systems under which they are still operating. TL as a framework assists in disrupting monolingual normativity that plagues the U.S. and helps us affirm our bilingual identities.

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Hernández, S.J. (2022). Translanguaging in bilingual teacher education: What’s at stake?Multilingual Educator. California Association for Bilingual Education.

Hernández, S.J., Alfaro, C., & Navarro Martell, M.A.  (2022). Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard Case and the bilingual teacher shortage. Language Policy Journal.

Sciurba, K., Hernández, S.J., & Barton, R. (2020). Humanizing the journey across the Mexico-U.S. border:    Multimodal analysis of children's picture books and the restorying of Latinx  (im)migration.Children's Literature in Education, 52(2):1-19.

Hernández, S.J. (2017). Are they all language learners?: Educational labeling and raciolinguistic    identifying in a middle school dual language program. CATESOL Journal,    29(1), 133-154.http://www.catesoljournal.org/wp content/uploads/2017/06/ CJ29.1_hernandez.pdf

Dabach, D., Suarez-Orozco, C., Hernández, S.J., & Brooks, M. D. (2017). Future perfect?:    Teachers’ expectations and explanations of their Latino immigrant students’ postsecondary    futures. Journal of Latinos and Education. DOI: 10.1080/15348431.2017.1281809 

Baquedano-López, P., Alexander, R. A., & Hernández, S.J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of  Research in Education, 37(1), 161-194. http://rre.sagepub.com/content/37/1/149.full.pdf+html

Hernández, S.J. & Mangual Figueroa, A. (2022). A decolonial and humanizing approach to educational research with and for immigrant Latinx families: Latina ethnographers consider ways of knowing and being in the field. In M. Machado-Casas & Y. Medina (Eds).Critical understandings of Latinx and global education. The Netherlands: Brill Publishing Company.

Hernández, S.J. (2020). Centering raciolinguistic ideologies in two-way dual language education: The politicized role of parents in mediating their children’s bilingualism. In N. Flores, N. Subtirelu, & A. Tseng. (Eds.). Bilingualism for all? Raciolinguistic perspectives on dual    language education (pp.111-131 Multilingual Matters.

Alfaro, C., Cadiero-Kaplan, K., & Hernández, S.J. (2017). Migrant education and shifting consciousness: A cultural wealth approach to navigating politics, access, and equity. In M.E. Zarate & P. Perez (Eds.), Facilitating academic success for migrant farmworker students in the U.S. (pp. 94-112). Routledge.

Hernández, S.J. (2015). In what ways can school policies limit the authentic involvement of  English Language Learners’/emergent bilinguals’ parents, and how can this be addressed? In G. Valdés, K. Menken, & M. Castro (Eds.), Common Core, bilingual and English language learners: A resource for educators (pp. 95-96). Caslon.

Baquedano-López, P., Hernández, S.J., & Alexander, R. A. (2014). Thinking through the decolonial turn in research and praxis in Latina/o parent involvement: Advancing new understandings of the home-school relation. In P.R. Portes, S. Salas, P. Baquedano López, & P. Mellom. (Eds.), U.S. Latinos and education policy: Research-based directions for change (pp. 16-34). Routledge. 

Baquedano-López, P. & Hernández, S.J. (2011). Language socialization across educational settings. In B. Levinson & M. Pollock (Eds.), A Companion to the anthropology of education (pp. 197-211). Wiley-Blackwell.

Baquedano-López, P., Mangual Figueroa, A. & Hernández, S.J. (2011). An integrated approach to the study of transitions as learning activity: Two cases from Spanish immersion classrooms. In P. Portes & S. Salas (Eds.) Vygotsky in 21st century society: Advances in cultural historical   theory and praxis with non-dominant communities (pp. 180-198). Peter Lang Publishing

Hernandez, S.J & Hamann, E.T. (In press). Dual language learning during a global pandemic. In E.T. Hamann & V. Zúñiga (Eds.). What Mexican teachers need to know about ‘educación básica’ in the United States.