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Books and Monographs
Maksimchuk, M. T., & Pentón Herrera, L. J. (2026). Supporting equitable assessment for multilingual learners of English. Routledge
Mora, R. A., & Pentón Herrera, L. J. (Eds.). (2026). English language teacher education in Latin America: Autoethnographic insights. Bloomsbury.
Darragh, J. J., & Pentón Herrera, L. J. (2026). Trauma-sensitive practices in English language teaching. University of Michigan Press.
Pentón Herrera, L. J., & Mendoza Chirinos, G. M. (2025). Social-emotional learning for English language educators. TESOL Press.
Karimi, M. N., Pentón Herrera, L. J., & Mansouri, B. (Eds.) (2025). Teacher emotions as personal and professional development in applied linguistics. Multilingual Matters.
Pentón Herrera, L. J. (Ed.) (2025). More than a title: Autoethnographic explorations of choosing dissertation topics in applied linguistics. Brill.
Trinh, T. E., Pentón Herrera, L. J., & Yazan, B. (Eds.) (2025). Autoethnographies of border-crossing and in-betweenness of international doctoral students’ voices in the United States. Brill.
Hasper, A., & Pentón Herrera, L. J. (2024). Activities for social-emotional learning: Developing social-emotional competences in the ELT classroom. Delta Publishing.
Pentón Herrera, L. J., & Darragh, J. J. (2024). Social-emotional learning in English language teaching. University of Michigan Press.
Pentón Herrera, L. J., & Geană, I. (Eds.). (2024). Bine ați venit în România! Ghid introductive pentru profesorii de limba română care lucrează cu elevii din familii de refugiați. Vol 2. Bucharest University Press.
Pentón Herrera, L. J., Trinh, E. T., & Yazan, B. (Eds.). (2024). Curating the self and embracing the community: Autoethnographic evocations of U.S. doctoral students in the fields of social sciences and humanities. Brill/Sense.
Bryan, K., & Pentón Herrera, L. J. (Eds.). (2024). The weaponizing of language in the classroom and beyond. De Gruyter.
Pentón Herrera, L. J. (Ed.). (2023). Bine ați venit în România! Ghid introductive pentru profesorii de limba română care lucrează cu elevii din familii de refugiați. Vol 1. Bucharest University Press.
Yazan, B., Trinh, E. T., & Pentón Herrera, L. J. (Eds.). (2023). Doctoral students’ identities and emotional wellbeing in applied linguistics: Autoethnographic accounts. Routledge.
Pentón Herrera, L. J., Martínez-Alba, G., & Trinh, E. T. (Eds.). (2023). Teacher well-being in English language teaching: An ecological approach. Routledge.
Martínez-Alba, G., Pentón Herrera, L. J., & Hersi, A. A. (Eds.). (2022). Antiracist teacher education: Counternarratives and storytelling. Association of Teacher Educators & Rowman & Littlefield.
Martínez-Alba, G., Pentón Herrera, L. J., & Hersi, A. A. (Eds.). (2022). Antiracist teacher education: Theory and practice. Association of Teacher Educators & Rowman & Littlefield.
Pentón Herrera, L. J. (Ed.). (2022). English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. Springer.
Pentón Herrera, L. J., & Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. TESOL Press. – TESOL Press Bestseller
Pentón Herrera, L. J., & Trinh, E. T. (Eds.). (2021). Critical storytelling: Multilingual immigrants in the United States. Brill /Sense. https://doi.org/10.1163/9789004446182
Pentón Herrera, L. J., Fagan, D., & Lyons, S. (2021). Maryland TESOL handbook for educators of English learners. Maryland TESOL.
Pentón Herrera, L. J. (2018). Estudiantes indígenas de América Latina en los Estados Unidos. Informes Del Observatorio/Observatorio Reports. Cervantes Institute at the Faculty of Arts and Sciences of Harvard University. https://doi.org/10.15427/OR042-08/2018sp
Pentón Herrera, L. J. (2018). Indigenous students from Latin America in the United States. Informes Del Observatorio/Observatorio Reports. Cervantes Institute at the Faculty of Arts and Sciences of Harvard University. https://doi.org/10.15427/or042-08/2018en
Pentón Herrera, L. J., Jackson, I., Marmolejos, A. J., Garcia, M., Lopez, J., Castillo, B., Toledo-López, A. A., & Vallejos, M. (2014). Education internship handbook: Clinical school experiences and internship experience requirements. Capital Area Campus, Ana G. Méndez University Systems.
Book Chapters, Conference Proceedings, Encyclopedia Entries
Mora, R. A., & Pentón Herrera, L. J. (2026). Autoethnography, English language education, and Latin America: Rationale and introduction to the volume. In R. A. Mora & L. J. Pentón Herrera (Eds.), English Language Teacher Education in Latin America. Bloomsbury.
Martínez-Alba, G., & Pentón Herrera, L. J. (2026). Cultivating supportive classrooms for multilingual learners of English through social-emotional learning. In D. M. Brinton & M. A. Snow (eds.), Teaching English as a second or foreign language (5th ed.; pp. 479-494). National Geographic Learning and CENGAGE Learning.
Fagan, D. S., Lyons, S., & Pentón Herrera, L. J. (2026). Local language teacher associations and educator professional development and learning: The case of the Maryland TESOL handbook. In C. Coombe, L. C. de Oliveira, & A. S. M. Rafi (Eds.), Professional learning and development in global language education (pp. 191-200). Routledge.
Anand, S., Siriwardana, L. S., & Pentón Herrera, L. J. (2026). Textualizing our journeys: Dialogic explorations of trans-speakerism as diversity, equity, and inclusion. In T. Hiratsuka (Ed.), Trans-speakerism: A collection of empirical explorations (pp. 19–32). Routledge.
Karimi, M. N., Pentón Herrera, L. J., & Mansouri, B. (2025). Introducing teacher emotions as personal and professional development in applied linguistics. In M. N. Karimi, L. J. Pentón Herrera, & B. Mansouri (Eds.), Teacher emotions as personal and professional development in applied linguistics (pp. 3-14). Multilingual Matters.
Pentón Herrera, L. J., & Becker, A. (2025). Emotions in the making: The temporal spectrum of emotion research in applied linguistics. In M. N. Karimi, L. J. Pentón Herrera, & B. Mansouri (Eds.), Teacher emotions as personal and professional development in applied linguistics (pp. 15-30). Multilingual Matters.
Pentón Herrera, L. J., Keleş U., & Yazan, B. (2025). Autoethnographic writing as professional development in language teacher education: Promoting emotional, critical and transformative self-reflexivity. In M. N. Karimi, L. J. Pentón Herrera, & B. Mansouri (Eds.), Teacher emotions as personal and professional development in applied linguistics (pp. 229-246). Multilingual Matters.
Pentón Herrera, L. J., Martínez-Alba, G., & Cruzado Guerrero, J. (2025). Storytelling as social-emotional learning in video production: Insights from TESOL videographers. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley. https://doi.org/10.1002/9781118784235.eelt1079
Martínez-Alba, G., Pentón Herrera, L. J., & Kruft, C. (2025). Moving forward with social-emotional learning: Practical strategies and reflections for English language teachers. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley. https://doi.org/10.1002/9781118784235.eelt1081
Martínez-Alba, G., Pentón Herrera, L. J., & Cruzado Guerrero, J. (2025). Technology for reading and writing motivation using social-emotional learning. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley. https://doi.org/10.1002/9781118784235.eelt1077
Pentón Herrera, L. J. (2025). My story matters: Engaging in action research inquiries in Poland and the United States. In A. Burns & K. Dikilitaş (Eds.), The Routledge handbook of language teacher action research (pp. 380-388). Routledge.
Pentón Herrera, L. J. (2025). Opening the dialogue: An autoethnographic account of choosing my dissertation topic in applied linguistics. In L. J. Pentón Herrera (Ed.), More than a title: Autoethnographic explorations of choosing dissertation topics in applied linguistics (pp. 1-10). Brill.
Trinh, E. T., Pentón Herrera, L. J., & Yazan, B. (2025). Autoethnographies of border-crossing and in-betweenness of international doctoral students’ voices in the United States: An introduction. In E. T. Trinh, L. J. Pentón Herrera, & B. Yazan (Eds.), Autoethnographies of border-crossing and in-betweenness of international doctoral students’ voices in the United States (pp 1-13). Brill.
Martínez-Alba, G., & Pentón Herrera, L. J. (2025). Leading for impact in TESOL: Harnessing trust, wellbeing, and social-emotional learning. In E. Trinh., L. C. de Oliveira, & A. F. Selvi (Eds.), Multilingual leadership in TESOL (pp. 129-138). Routledge.
Pentón Herrera, L. J., Trinh, E., & Yazan, B. (2024). Introduction. L. J. Pentón Herrera, E. Trinh, & B. Yazan (Eds.), Curating the self and embracing the community: Autoethnographic evocations of U.S. doctoral students in the fields of social sciences and humanities (pp. 1-7). Brill.
Pentón Herrera, L. J., Trinh, E., & Yazan, B. (2024). Final thoughts. L. J. Pentón Herrera, E. Trinh, & B. Yazan (Eds.), Curating the self and embracing the community: Autoethnographic evocations of U.S. doctoral students in the fields of social sciences and humanities (pp. 230-233). Brill.
Bryan, K., & Pentón Herrera, L. J. (2024). An introduction to the weaponizing of language in the classroom and beyond. In K. Bryan, & L. J. Pentón Herrera (Eds.), The weaponizing of language in the classroom and beyond (pp. 1-11). De Gruyter.
Young, C., & Pentón Herrera, L. J. (2023). Well-being as an ecological practice: Supporting students facing housing insecurity in higher education. In J. S. Stephen, G. Kormpas, & C. Coombe (Eds.), Global Perspectives on higher education: From crises to opportunity (pp. 471–484). Springer.
Trinh, E., Yazan, B., & Pentón Herrera, L. J. (2023). Poetic conversations: Moving forward with autoethnography in applied linguistics. In B. Yazan, E. Trinh, & L. J. Pentón Herrera (Eds.), Doctoral students’ identities and emotional wellbeing in applied linguistics: Autoethnographic accounts (pp. 231-239). Routledge.
Yazan, B., Trinh, E., & Pentón Herrera, L. J. (2023). Doctoral students’ identities and emotional well-being in applied linguistics: Introducing the collection of autoethnographies. In B. Yazan, E. Trinh, & L. J. Pentón Herrera (Eds.), Doctoral students’ identities and emotional wellbeing in applied linguistics: Autoethnographic accounts (pp. 1-17). Routledge.
Pentón Herrera, L. J., Martínez-Alba, G., & Trinh. E. (2023). Teacher well-being in English language teaching: An ecological introduction. In L. J. Pentón Herrera, G. Martínez-Alba, & E. Trinh. (Eds.), Teacher well-being in English language teaching: An ecological approach (pp. 1-9). Routledge.
Martínez-Alba, G., Pentón Herrera, L. J., & Trinh. E. (2023). Situating teacher well-being in English language teaching. In L. J. Pentón Herrera, G. Martínez-Alba, & E. Trinh. (Eds.), Teacher well-being in English language teaching: An ecological approach (pp. 29-42). Routledge.
Trinh. E., Martínez-Alba, G., & Pentón Herrera, L. J. (2023). Concluding thoughts on teacher well-being in English language teaching: An ecological pathway forward. In L. J. Pentón Herrera, G. Martínez-Alba, & E. Trinh. (Eds.), Teacher well-being in English language teaching: An ecological approach (pp. 255-263). Routledge.
Gómez Portillo, M. J., Trinh, E. T., Pentón Herrera, L. J. (2022). Spilling the tea: Stories of confronting and addressing racism in ESOL classrooms. In G. Martínez-Alba, L. J. Pentón Herrera, & A. A. Hersi, (Eds.), Antiracist teacher education: Counternarratives and storytelling (pp. 43-53). Association of Teacher Educators & Rowman & Littlefield.
Martínez-Alba, G., Pentón Herrera, L. J., & A. A. Hersi (2022). An introduction to antiracist teacher education: Narratives and counternarratives. In G. Martínez-Alba, L. J. Pentón Herrera, & A. A. Hersi, (Eds.), Antiracist teacher education: Counternarratives and storytelling (pp. XV-XIX). Association of Teacher Educators & Rowman & Littlefield.
Martínez-Alba, G., Pentón Herrera, L. J., & A. A. Hersi (2022). An introduction to antiracist teacher education: Theory into practice. In G. Martínez-Alba, L. J. Pentón Herrera, & A. A. Hersi, (Eds.), Antiracist teacher education: Theory and practice (pp. IX-XV). Association of Teacher Educators & Rowman & Littlefield.
McNair, R. L., & Pentón Herrera, L. J. (2022). Peacemaking circles in the English language classroom. In B. Birch (Ed.), Creating classrooms of peace in English language teaching (pp. 194-207). Routledge.
Pentón Herrera, L. J. (2022). Introduction: Students with limited or interrupted formal education in K-12 and adult education. In L. J. Pentón Herrera (Ed.), English and Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 1-5). Springer. https://doi.org/10.1007/978-3-030-86963-2_1
Browder, C., Pentón Herrera, L. J., & Franco, J. (2022). Advancing the conversation: Humanizing and problematizing the conversation about the students we call SLIFE. In L. J. Pentón Herrera (Ed.), English and Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 9-21). Springer. https://doi.org/10.1007/978-3-030-86963-2_2
Pentón Herrera, L. J. (2022). Students with limited or interrupted formal education in primary and secondary classrooms in the U.S., Australia, Canada, and the UK. In L. J. Pentón Herrera (Ed.), English and Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 25-42). Springer. https://doi.org/10.1007/978-3-030-86963-2_3
Linville, H., & Pentón Herrera, L. J. (2022). Why, how, and where to advocate for English learners with limited or interrupted formal education. In L. J. Pentón Herrera (Ed.), English and Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 61-82). Springer. https://doi.org/10.1007/978-3-030-86963-2_5
Aker, M., Daniel, L. R., & Pentón Herrera, L. J. (2022). The promise of problem-based service-learning and SLIFE: Building a future in the middle school, high school, and GED classrooms today. In L. J. Pentón Herrera (Ed.), English and Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 241-259). Springer. https://doi.org/10.1007/978-3-030-86963-2_14
Pentón Herrera, L. J. (2021). Caring as a form of advocacy for literacy-emergent newcomers with special education needs: The community-building pedagogical approach in the U.S. In P. Vinogradova & J. K. Shin (Eds.), Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications (pp. 265-269). Routledge.
Pentón Herrera, L. J. (2021). My life’s metamorphosis: Becoming bilingual. In L. J. Pentón Herrera & E. T. Trinh (Eds.), Critical Storytelling: Multilingual Immigrants in the United States (pp. 92-97). Brill/Sense. https://doi.org/10.1163/9789004446182_017
Trinh, E., & Pentón Herrera, L. J. (2021). Writing as an art of rebellion: Scholars of color using literacy to find spaces of identity and belonging in academia. In J. Van Galen & J. Sablan (Eds.), Amplified voices, intersecting identities: Volume 2. First-Gen PhDs navigating institutional power in early academic careers (pp. 25-33). Brill/Sense. https://doi.org/10.1163/9789004445253_003
Pentón Herrera, L. J. (2020). Teaching Spanish literacy to adult Latinx learners: Exploring interest, impact, and sustainability. In N. Pettitt, R. Farrelly, & A. Elson (Eds.), Literacy education and second language learning for adults (LESLLA): Bridging theory and practice (pp. 62-85). LESLLA.
Aker, M. & Pentón Herrera, L. J. (2020). Smart literacy learning in the twenty-first century: Facilitating PBSL pedagogic collaborative clouds. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Emerging technologies and pedagogies in the curriculum (pp. 429-445). Springer. https://doi.org/10.1007/978-981-15-0618-5_25
Pentón Herrera, L. J. (2019). Advocating for Indigenous Hispanic EL students: Promoting the Indigenismo within. In H. A. Linville & J. Whiting (Eds.), Advocacy in English Language Teaching and Learning (pp. 161-174). Routledge.
Pentón Herrera, L. J. (2019). Learning, language, and literacy as entities for empowerment and equality: A case study of three adolescent Indigenous Ixil ELs. In A. Babino, N. Cossa, J. J. Araujo, & R. D. Johnson (Eds.), Educating for a Just Society: The 41st Association of Literacy Educators and Researchers Yearbook (pp. 31-49). Association of Literacy Educators and Researchers.
Pentón Herrera, L. J. (2019). Feminism and education: Celebrating the life and work of Dr. Ana Echegoyen de Cañizares. In D. Culbreth, L. Murti, & L. M. Culbreth (Eds.), Our voices our stories: An anthology of writings advancing, celebrating, embracing and empowering girls and women of color (pp. 164-170). Complexity Publishing, Inc.
Peer-Reviewed Journals
Bentahar, A., Elmeski, M., & Pentón Herrera, L. J. (2025). Moroccan EFL teachers’ experiences with the 2023 Al-Haouz earthquake. ELT Journal. Advance Online Publication. https://doi.org/10.1093/elt/ccaf057
Pentón Herrera, L., Becker, A., & Uysal, H. (2025). Negotiating third spaces of institutional belonging: A collaborative autoethnography of expatriate language teacher-scholars. Iranian Journal of Language Teaching Research, 13(3), 81-101. https://doi.org/10.30466/ijltr.2025.56638.3190
Pentón Herrera, L. J., Becker, A., & Paradowski, M. B. (2025). Navigating new realms: Language teacher identities and evolving responsibilities in the new world. Journal of Education for Multilingualism, 2(2), 155-166.
Kovats Sánchez, G., Mesinas, M., Casanova, S., Barillas Chón, D. W., & Pentón Herrera, L. J. (2025). Creating positive learning communities for diasporic Indigenous students. Journal of Multilingual and Multicultural Development, 46(9), 2583-2597. https://doi.org/10.1080/01434632.2022.2159033
Pentón Herrera, L. J., Karimi, M. N., & Mansouri, B. (2025). The emotional landscape of applied linguistics in digital spaces: Theories, research, and praxis. Australian Journal of Applied Linguistics, 8(2), 103417. https://doi.org/10.29140/ajal.v8n2.103417
Pentón Herrera, L. J., & Becker, A. (2025). The hidden curriculum of gender identity in L2 classrooms: Considerations for teachers and textbooks. TESOL Quarterly. Advanced Online Publication. https://doi.org/10.1002/tesq.70039
Pentón Herrera, L. J. (2025). The politicization of and misinformation about social-emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 6, 100141. https://doi.org/10.1016/j.sel.2025.100141
Pentón Herrera, L. J., Yi-Cline, N. F., & Rabehi, A. (2025). The segregation of the generals and the infantry: When the gap between theory and practice is just the tip of the iceberg. Applied Linguistics Compass, 1(2), 20-35. https://doi.org/10.22034/alc.2025.532708.1014
Fridrikh, A., Pentón Herrera, L. J., & Kałdonek-Crnjaković, A. (2025). “English was a real help”: Multilingualism as an integration strategy among Ukrainian refugee children in Poland. International Journal of Bilingualism. Advanced online publication. https://doi.org/10.1177/13670069251362740
Tang, A., & Pentón Herrera, L. J. (2025). Integrating affective knowledge into TPACK: A new visual representation. Technology in Language Teaching & Learning, 7(2), 102852. https://doi.org/10.29140/tltl.v7n2.102852
Mansouri, B., Pentón Herrera, L. J., Behzadpoor, S-F., & Nazari, M. (2025). Being and remaining a teacher: Exploring language teacher agency in a neo-nationalist context. Qualitative Research Journal. https://doi.org/10.1108/QRJ-07-2025-0216
Pentón Herrera, L. J., & Young, C. (2025). From shelter to server: Conceptualizing the intersection of housing insecurity, digital accessibility, and language teaching and learning. Colombian Applied Linguistics Journal, 27(1), 126-140. https://doi.org/10.14483/22487085.22044
Fagan, D. S., Lyons, S., & Pentón Herrera, L. J. (2025). Affordances of innovative professional development and learning resources through language teacher associations: Insights from educators of English as an additional language. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2025.2482762
Mueller, H., & Pentón Herrera, L. J. (2025). Nature journaling in English language teaching: An introduction for practitioners. Innovation in Language Learning and Teaching, 19(3), 211-221. https://doi.org/10.1080/17501229.2023.2256050
Aminifard, Y., Sahragard, R., Alimorad, Z., & Pentón Herrera, L. J. (2025). ‘I want to become an IELTS teacher’: Emotion labour and professional identity disillusionment in a novice Iranian public school EFL teacher. The Language Learning Journal, 53(3), 389–401. https://doi.org/10.1080/09571736.2025.2451916
Pentón Herrera, L. J. (2024). An agenda for emotional intelligence in language teacher education. Language Teacher Education Research, 1, 48–63. https://doi.org/10.32038/lter.2024.01.03
Pentón Herrera, L. J. (2024). Into the void: Re-envisioning silence in foreign language education through a socio-emotional learning lens. Neofilolog, 63(2), 293–312. https://doi.org/10.14746/n.2024.63.2.4
Pentón Herrera, L. J., & Chugai, O. (2024). A mixed-methods analysis of EFL teachers’ attitudes toward social-emotional learning and well-being: Insights from Poland and Ukraine. Advanced Education, 12(25), 56-78. https://doi.org/10.20535/2410-8286.309139
Pentón Herrera, L. J. (2024). An action research about the effects of social-emotional learning in a second language acquisition teacher preparation course. Psychology of Language and Communication, 28(1), 525-553. https://doi.org/10.58734/plc-2024-0019
Hussain, Y., & Pentón Herrera, L. J. (2024). Madrasas and English language teaching. Journal of Language & Literacy Education, 20(2), 1-6.
Pentón Herrera, L. J. (2024). Introduction to social-emotional learning in English language education: Mapping the landscape and reflecting on the way forward. Anglica. An International Journal of English Studies, 33(1), 5-18. https://doi.org/10.7311/0860-5734.33.1.01
Hiwari, W., Abdel Razeq, A., & Pentón Herrera, L. J. (2024). A new frontier: Palestinian English teachers’ experiences and needs for social-emotional learning integration in EFL classrooms. Anglica. An International Journal of English Studies, 33(1), 43-66. https://doi.org/10.7311/0860-5734.33.1.03
Pentón Herrera, L. J. (2024). Social-emotional learning in ESOL with ninth-grade newcomers. ELT Journal, 78(2), 127-136. https://doi.org/10.1093/elt/ccad051
Aminifard, Y., Sahragard, R., & Pentón Herrera, L. J. (2024). Emotion labor across demographic factors and teaching aspects: The case of Iranian EFL teachers in public and private sectors. The Journal of Asia TEFL, 21(1), 189-199. https://dx.doi.org/10.18823/asiatefl.2024.21.1.11.189
Pentón Herrera, L. J. (2024). “Me gustaría que habláramos también de mi cultura”: A yearlong case study of two Maya English Learners. Journal of Language, Identity and Education, 23(2), 271-287. https://doi.org/10.1080/15348458.2021.1988606
Pentón Herrera, L. J. (2023). Refugees in Romania: A new paradigm in Romanian language education. Romanian Studies Today, 7, 75-89.
Pentón Herrera, L. J., & Byndas, O. (2023). “You sway on the waves like a boat in the ocean”: The effects of interrupted education on Ukrainian higher education refugee students in Poland. Cogent Education, 10(2), 2264009. https://doi.org/10.1080/2331186X.2023.2264009
Aminifard, Y., Sahragard, R., & Pentón Herrera, L. J. (2023). “I don’t like working hard to materialize another person’s dreams”: The emotion labor and identity dilemma of a novice Iranian female EFL teacher at private language institutes. Applied Research on English Language, 12(2), 169-194. https://doi.org/10.22108/ARE.2023.137256.2070
Pentón Herrera, L. J. (2023). “Es como un sol”: Explorando la motivación de estudiantes universitarios polacos aprendiendo español como lengua extranjera. Lenguas en Contexto, 14, 38-50.
Pentón Herrera, L. J., Trinh, E., & Park, G. (2023). Storytelling as an outlet for restoration and peacebuilding: An introduction to the Special Issue. TESOL Journal, 14(4), e763. https://doi.org/10.1002/tesj.763
Martínez-Alba, G., & Pentón Herrera, L. J. (2023). Strength in storytelling: Peacebuilding via wordless books. TESOL Journal. 14(4), e735. https://doi.org/10.1002/tesj.735
Yazan, B., Pentón Herrera, L. J., & Rashed, D. (2023). Transnational TESOL practitioners’ identity tensions: A collaborative autoethnography. TESOL Quarterly, 57(1), 140-167. https://doi.org/10.1002/tesq.3130 – Wiley’s top cited article 2022-2023
Pentón Herrera, L. J. (2022). Brave storytelling: Diasporic Indigenous students, vulnerability, and the arts. Maya America: Journal of Essays, Commentary, and Analysis, 4(2), 89-100. https://doi.org/10.32727/26.2023.6
Pentón Herrera, L. J. (2022). Advocacy for language teacher associations. English Teaching Forum, 60(4), 21-29.
Pentón Herrera, L. J., & Martínez-Alba, G. (2022). Emotions, well-being, and language teacher identity development in an EFL teacher preparation program. Korea TESOL Journal, 18(1), 3-25.
Pentón Herrera, L. J., Custodio, B., & O’Loughlin, J. (2022). Providing social-emotional and academic supports to SLIFE: What every teacher needs to know. TESL-EJ, 26(3), 1-17. https://doi.org/10.55593/ej.26103a16
Pentón Herrera, L. J. (2022). Is the language you teach racist? Reflections and considerations for English and Spanish (teacher) educators. International Journal of Literacy, Culture, and Language Education, 2, 58-70. https://doi.org/10.14434/ijlcle.v2iMay.34390
Pentón Herrera, L. J., & Bryan, K. C. (2022). Language weaponization in society and education: Introduction to the special issue. International Journal of Literacy, Culture, and Language Education, 2, 1-5. https://doi.org/10.14434/ijlcle.v2iMay.34380
Pentón Herrera, L. J., Trinh, E. T., & Gómez Portillo, M. J. (2022). Cultivating calm and stillness at the doctoral level: A collaborative autoethnography. Educational Studies, 58(2), 121-140. https://doi.org/10.1080/00131946.2021.1947817
Fagan, D. S., & Pentón Herrera, L. J. (2022). Supporting English learners with disabilities. The State Education Standard, 22(1), 26-31.
Fallas-Escobar, C., & Pentón Herrera, L. J. (2022). Examining raciolinguistic struggles in institutional settings: A duoethnography. Linguistics and Education, 67, 101012, 1-10. https://doi.org/10.1016/j.linged.2022.101012
Young, C., & Pentón Herrera, L. J. (2021). Disconnected connections: A reflection on maintaining digital accessibility and connectivity for housing insecure students in higher education during COVID-19. Dialogues in Social Justice: An Adult Education Journal, 6(2), 1-7.
Pentón Herrera, L. J., & McNair, R. L. (2021). Restorative and community-building practices as social justice for English learners. TESOL Journal, 12(1), 1-11. https://doi.org/10.1002/tesj.523 – Wiley’s top cited article 2021-2022
Pentón Herrera, L. J. (2021). An Ixil portrait: Exercising resilience amidst inequity, (dis)interest, and self-discovery. Diaspora, Indigenous, and Minority Education, 15(1), 22-33. https://doi.org/10.1080/15595692.2019.1682990
Pentón Herrera, L. J. (2020). Un retrato de Carmen: Orgullosamente kichwa de Saraguro. Revista Andina de Educación, 2(3), 41-49. https://doi.org/10.32719/26312816.2020.2.3.6
Pentón Herrera, L. J. (2020). Social-emotional learning in TESOL: What, why, and how. Journal of English Learner Education, 10(1), 1-16. – Chosen as one of the Journal of English Learner Education’s Most Popular Papers in 2022
Pentón Herrera, L. J. & Obregón, N. (2020). Challenges facing Latinx ESOL students in the Trump era: Stories told through testimonios. Journal of Latinos and Education, 19(4), 383-391. https://doi.org/10.1080/15348431.2018.1523793
Pentón Herrera, L. J., & Morales-Rivera, S. (2020). The life and works of Mariano Cubí y Soler: A distinguished Spanish linguist in the 1800s. Bulletin of Hispanic Studies, 97(6), 563-577. https://doi.org/10.3828/bhs.2020.32
Pentón Herrera, L. J. (2020). Diversificando la representación de la mujer latina en los Estados Unidos: Una introducción. Camino Real. Estudios de las Hispanidades Norteamericanas, 12(15), 11-16.
Pentón Herrera, L. J. & Rivera-Vega, E. (2020). Professional development for bilingual faculty at a dual language (English-Spanish) institution in higher education: Conceptualizing the TPL design. MEXTESOL Journal, 44(2), 1-9.
Pentón Herrera, L. J. (2019). Explorando el spanglish: Abstrusa tesela del mosaico lingüístico estadounidense. Hispania, 102(4), 467-472.
Pentón Herrera, L. J. (2019). Reading (at heart) with English learners. English Journal, 109(1), 106-108.
Pentón Herrera, L. J. (2019). How to behave and why: Exploring moral values and behavior in the ESOL newcomer classroom. TESOL Quarterly, 53(4), 1033-1059. https://doi.org/10.1002/tesq.532
Pentón Herrera, L. J., Daniel, L., & Aker, M. (2019). Developing opportunity youths’ literacy, creativity, and critical thinking through PBSL: Facilitating twenty-first-century learning and mixed realities. English Leadership Quarterly, 41(4), 9-14. – Recipient of the 2020 English Leadership Quarterly Best Article Award, Honorable Mention
Kidwell, T. & Pentón Herrera, L. J. (2019). Culturally sustaining pedagogy in action: Views from Indonesia and the United States. Kappa Delta Pi Record, 55(2), 60-65. https://doi.org/10.1080/00228958.2019.1580982
Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal/Revue TESL Du Canada, 35(2), 128-139. https://doi.org/10.18806/tesl.v35i2.193
Aker, M., Pentón Herrera, L. J., & Daniel, L. (2018). Back to the future: The implications of service and problem-based learning in the language, literacy, and cultural acquisition of ESOL students in the 21st century. The Reading Matrix: An International Online Journal, 18(2), 165-181.
Pentón Herrera, L. J. & Kidwell, T. (2018). Literature circles 2.0: Updating a classic strategy for the 21st century. Multicultural Education, 25(2), 17-21.
Pentón Herrera, L. J. (2018). La Dra. Ana Echegoyen de Cañizares: Líder de la campaña alfabetizadora de 1956 en Cuba. The Latin Americanist, 62(2), 261-278. https://doi.org/10.1111/tla.12195
Pentón Herrera, L. J. (2018). Spanish language education in the United States: Beginning, present, and future. Íkala: Revista de Lenguaje y Cultura, 23(2), 319-329. https://doi.org/10.17533/udea.ikala.v23n02a08
Pentón Herrera, L. J. (2018). La alfabetización de adolescentes hispanos con educación formal limitada o interrumpida en Estados Unidos: Un exordio. Glosas, 9(4). 37-49.
Pentón Herrera, L. J. (2018). ESOL urban high school teachers’ perceptions of their instructional strengths and challenges: A qualitative case study. Dialogues: An Interdisciplinary Journal of English Language Teaching and Research, 2(1), 1-21. https://doi.org/10.30617/dialogues.2.1.2
Pentón Herrera, L. J. (2017). La formación docente de maestros de lenguas extranjeras en Estados Unidos: Contextos, desafíos e interrogantes. Revista del Cisen Tramas/Maepova, 5(2), 93-105.
Pentón Herrera, L. J. & Toledo-López, A. A. (2017). Alfabetizando al alfabetizador: Mujeres hispanas en un nuevo contexto social. Alteridad: Revista de Educación, 12(1), 68-78. https://doi.org/10.17163/alt.v12n1.2017.06
Pentón Herrera, L. J. (2017). Undocumented ESL students from El Salvador, Guatemala, and Honduras in the era of Trump: A personal narrative. Berkeley Review of Education. https://bre.studentorg.berkeley.edu/call-for-conversations-2016/
Pentón Herrera, L. J. (2016). The seal of biliteracy in Maryland: Predictions and reflections. Literacy Issues and Practices, 20(1), 23-32.
Toledo-López, A. A. & Pentón Herrera, L. J. (2016). The impact of bilingual education in the professional development of Hispanic women. Ámbito de Encuentros, 9(2), 25-49.
Pentón Herrera, L. J. & Duany, M. (2016). Native Spanish speakers as binate language learners. NECTFL Review, 78, 15-30.
Pentón Herrera, L. J. (2016). Teacher spiritualism: The vocation within. Cultural & Religious Studies, 4(6), 355-360. https://doi.org/10.17265/2328-2177/2016.06.003
Toledo-López, A. A., Pentón Herrera, L. J., & Frómeta Cárdenas, D. (2016). La educación bilingüe como agente de sostenibilidad global: Una mirada a la educación superior cubana. Universidad 2016, Ministerio de Educación Superior de Cuba. ISBN 978-959-16-3011.
Pentón Herrera, L. J. (2015). The reading paradox: The difference between bilingual education and ELL instruction. Ámbito de Encuentros, 8(2), 110-137.
Toledo-López, A. A., & Pentón Herrera, L. J. (2015). Language immersion for adult learners: Bridging gaps from childhood to college. Florida Foreign Language Journal, 11(1), 10-56.
Toledo-López, A. A., & Pentón Herrera, L. J. (2015). Facilitators’ perspectives: Strategies that work in higher education dual language immersion settings. NABE Perspectives, 38(3), 16-22.
Toledo-López, A. A., & Pentón Herrera, L. J. (2015). Dual language immersion in higher education: An introduction. NABE Perspectives, 37(2), 24-28.
Other Professional Publications
Pentón Herrera, L. J., & Mendoza Chirinos, G. M. (2025). Ask the experts. Hearts over scores: SEL’s secret to sustainable classrooms. EduVerse Newsletter, 24, 73-81.
Mendoza Chirinos, G. M., & Pentón Herrera, L. J. (2025). SEL as a bridge to belonging & academic success. EduVerse Newsletter, 24, 82-86.
Pentón Herrera, L. J. (2024). Recognizing language teacher educators: The ripple effect. TEIS News: The Newsletter of the Teacher Educator Interest Section. https://my.tesol.org/news/937905
Pentón Herrera, L. J. (2024). Theories in practice: Social-emotional learning advice from Luis Javier Pentón Herrera. The University Grapevine Newsletter, 20, 8-9.
Pentón Herrera, L. J. (2024). How can I build rapport with my multicultural students? TESOL Connections, 2(2). https://www.tesol.org/articleslist/articles/ask-a-tesol-leader-february-2024/
Pentón Herrera, L. J. (2021). Supporting Indigenous Latinx students’ success in U.S. schools. ¡Colorín colorado! https://www.colorincolorado.org/article/supporting-indigenous-latinx-students-success-us-schools
Pentón Herrera, L. J., & Trinh, E. (2021). ESOL teachers and well-being. Times Magazine, 4(3), 5. https://ssrlsite.files.wordpress.com/2021/06/aera-ssrl-sig-times-magazine-june-2021.pdf
Pentón Herrera, L. J. (2020). Back to school after COVID-19: Considering emotional well-being. TESOL Connections, August Issue. http://newsmanager.commpartners.com/tesolc/issues/2020-08-01/5.html
Pentón Herrera, L. J. (2019). Advocacy in TESOL: An important component for English learner success. The Language Educator, 14(4), 49-51.
Pentón Herrera, L. J. (2019). Decolonizing my pedagogy, indigenizing my being. TESOLers for Social Responsibility. Retrieved from http://newsmanager.commpartners.com/tesolsris/issues/2019-09-12/5.html
Medina, J. & Pentón Herrera, L. J. (2019). The synergy of theory, practice, and language. Language Magazine, 18(2), 24-28.
Pentón Herrera, L. J. (2019). Tips to land your first teaching job. Education Week Teacher Blog, Classroom Q&A with Larry Ferlazzo. http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/03/response_tips_to_land_your_first_teaching_job.html
Pentón Herrera, L. J. & Rivera-Vega, E. (2019). Capacitación docente en el programa de Modelo Bilingüe Acelerado a nivel universitario. Soleado, 11(3), 2-3, 12.
Pentón Herrera, L. J. (2019). Promoting speaking for English language learners. Education Week Teacher Blog, Classroom Q&A with Larry Ferlazzo. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/01/response_planning_scaffolds_time_are_needed_to_support_speaking_with_ells.html
Pentón Herrera, L. J. (2018). 4 practical tips for teaching literacy to immigrant SLIFE ELs. Larry Ferlazzo’s EduBlogs. Retrieved from http://larryferlazzo.edublogs.org/2018/12/25/guest-post-4-practical-tips-for-teaching-literacy-to-immigrant-slife-els/
Pentón Herrera, L. J., Aker, M., & Daniel, L. (2018). Traversing the lacuna to the future: Three perspectives concerning new literacies. Literacy Today, 36(3), 14-15.
Pentón Herrera, L. J. (2018). Teaching Newcomer ELs? Create a web of support and differentiation. New Teacher Advocate, 26(1), 6-7.
Pentón Herrera, L. J. (2018). Let’s talk about feelings in the newcomer ESOL classroom! Constructing Intercultural Dialogue, 10, 1-4.
Pentón Herrera, L. J. (2017). Educación Intercultural Bilingüe (EIB). Key Concepts in Intercultural Dialogue, 86.
Pentón Herrera, L. J. (2017). The key is differentiation: Recognizing the literacy and linguistic needs of indigenous Hispanic students. Literacy Today, 34(6), 8-9
Pentón Herrera, L. J. (2017). Teaching literacy to newcomer binate language learners. Secondary Accents, March Issue, 1-4. Retrieved from http://newsmanager.commpartners.com/tesolssis/issues/2017-03-16/1.html
Pentón Herrera, L. J. (2016). Mariano Cubí y Soler: The legacy of a pioneer Spanish linguist in Maryland. Underbelly: Maryland Historical Society. Retrieved from http://www.mdhs.org/underbelly/2016/11/10/mariano-cubi-y-soler-the-legacy-of-a-pioneer-spanish-linguist-in-maryland/
Pentón Herrera, L. J. (2016). The 2016 TESOL advocacy and policy summit: Resources, reflections and updates. Maryland TESOL Newsletter, Fall, 8-9.
Pentón Herrera, L. J. (2016). Improving writing for ESL students: The handbook of writing research. Maryland TESOL Newsletter, Spring, 6-8.
Pentón Herrera, L. J. (2016). Three reasons why teaching is more satisfying for career changers. Kappa Delta Pi International Honor Society in Education Blog. Retrieved from https://blog.kdp.org/2016/03/03/three-reasons-teaching-is-more-satisfying-for-career-changers
Pentón Herrera, L. J. (2015). Facilitating language acquisition: ESL educators as literacy practitioners. Maryland TESOL Newsletter, Fall, 1 & 13-14.
Book Reviews
Pentón Herrera, L. J. (2016). Panorama: Introducción a la lengua Española [Review of Panorama 5th edition]. NECTFL Review, 78, 68-70.
Pentón Herrera, L. J. (2016). Conectados [Review of Conectados]. NECTFL Review, 78, 73-75.
Dr. Luis Javier Pentón Herrera 