Maite (María Teresa) Sánchez
Assistant Professor of Bilingual Education
Tuesdays 3-6 pm
Dr. Maite (María Teresa) Sánchez is an Assistant Professor of Bilingual Education with the department of Curriculum and Teaching and works to support the provision of policies and practices for educating language minoritized students that acknowledge and leverage their dynamic bilingual practices. Before joining Hunter College, she was Project Director for CUNY-NYSIEB, CUNY-New York State Initiative for Emergent Bilinguals (CUNY-NYSIEB) at the CUNY Graduate Center (www.cuny-nysieb.org). Before arriving to New York, she was a Senior Research Associate at Education Development Center (EDC). Originally from Lima, Peru, Dr. Sánchez holds a Ph.D. in education from Boston College, a M.Ed. in education from Northeastern University, and a B.A in psychology from Pontificia Universidad Católica del Perú. Her research focuses on language education policy and practice, instruction for language minoritized students through bilingual education and other educational settings, translanguaging pedagogy, and the experiences of novice bilingual education teachers entering the profession.
Ph.D. in education from Boston College
M.Ed. in education from Northeastern University
B.A in psychology from Pontificia Universidad Católica del Perú
My course teaching focuses on the history of educational policies for language minoritized students, policies and practices in bilingual education and English as a New (or Second) Language, and dynamic bilingual practices and pedagogies.
Courses: BILED 701, BILED 778
My research focuses on language education policy and practice, instruction for language minoritized students through bilingual education and other educational settings, translanguaging pedagogy, and the experiences of novice bilingual education teachers entering the profession.
Selected Book Chapters in Edited Volumes
- Sánchez, M.T. (2016). Introduzione. In Sanfelici, L., & Firpo, E. La visione eteroglossica del bilinguismo: spagnolo lingua d’origine e Italstudio. Modelli e prospettive tra gli Stati Uniti e l’Italia (pp. 11-13). Milano, Italy; LED.
- Menken, K., & Sánchez, M. T. (2016). Foreword. In O. García & T. Kleyn (Eds.) Translanguaging with multilingual students: Learning from classroom moments (pp. 223-227). New York, NY: Routlege.
- García, O., & Sánchez, M.T. (2015). Transforming schools with emergent bilinguals: The CUNY-NYSIEB Project. In I. Dirim et al. (Eds.) Impulse für die migrationsgesellschaft. Bildung, politik, und religion (pp. 80-94). Waxmann; Münster, Germany.
- de Jong, E. J., Arias, M.B. & Sánchez, M.T. (2010). Undermining teacher competences: Another look at the impact of restrictive language policies. In P. Gándara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies.
- Sánchez, M.T. (2008). Massachusetts and the English-Only Educational Legislation “Question 2”. Gonzales, J.M. (Ed.) Encyclopedia of Bilingual Education (pp. 709-711). Thousand Oaks, CA: Sage.
- Brisk, M.E. & Sánchez, M.T. (2006). What are the legal mandates for educating English language learners in Massachusetts? In R. Freeman & E. Hamayan (Eds.) Educating English language learners: A guide for administrators. (pp. 12-14) Philadelphia, PA; Caslon Publishing.
- García, O., & Sánchez, M.T. (2018). Transformando la educación de bilingües emergentes en el estado de Nueva York. Language, Education, and Multilingualism – The Langscape Journal, 1, 138-156.
- Sánchez, M.T., García, O. & Solorza, C. (2018). Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal, 41(1), 37-51.
Selected Journal Articles
- Sánchez, M.T. (Winter-Spring 2012). District- and school-level collaboration between English language learners and special educators in the pre-referral and referral process. Urban Perspectives, 8(1), 5,10-11.
- Sánchez, M.T. (2007, November). How teachers in Massachusetts experienced the passage of Question 2. Bilingual Basics, 9(2), pp. 18-22.
- Shirley, D., Hersi, A., MacDonald, E., Sánchez, M.T., Scandone, C., Skitmore, C., & Tutwiler, P. (2006). Bringing the community back in: Change, Accommodation, and Contestation in a school and university partnership. Equity & Excellence in Education, 39(1), pp. 27-36.
- Sánchez, M.T. & Brisk, M.E. (2004). Teachers’ assessment practices and understandings in a bilingual program. NABE Journal of Research and Practice, 2(2), pp. 193-213.
- Sánchez, M.T., Espinet, I., & Seltzer, K. (2014). Supporting Emergent Bilinguals in New York: Understanding Successful School Practices. CUNY-NYSIEB, CUNY Graduate Center. New York, NY. Retrieved from https://www.cuny-nysieb.org/wp-content/uploads/2016/05/CUNY-NYSIEB-Contemporary-Report-Full-Feb-Final.pdf
- Sánchez, M.T.; McTigue, A.; Parker, C.; & Akbayin, B. (2011). Differences in the processes for identifying learning disabilities in ELs in three districts. AccELLerate!, 3(3), pp. 5-6.
- Sánchez, M.T., Parker, C., Akbayin, B., & McTigue, A. (2010). Processes and challenges in identifying learning disabilities among students who are English language learners in three New York State districts (Issues & Answers Report, REL 2010–No. 085). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=116.
- Sánchez, M. T., Ehrlich, S., Midouhas, E., and O’Dwyer, L. (2009). Analyzing performance by grade 10 Hispanic high school students on the Massachusetts state assessment (Issues & Answers Report, REL 2009–No. 071). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=114.
CUNY-New York State Initiative for Emergent Bilinguals (CUNY-NYSIEB) Continuation I and Continuation II Grants. Funded by New York State Education Department for period July 1, 2013 – June 30, 2016 (Continuation I) and July 1, 2016 – June 30, 2019 (Continuation II). New York State Education Department, Professional Development Grant, The Graduate Center, CUNY