Publications

– MONOGRAPHS –

Pentón Herrera, L. J. (2018). Estudiantes indígenas de América Latina en los Estados Unidos. Cervantes Institute at the Faculty of Arts and Sciences of Harvard University.

Pentón Herrera, L. J. (2018). Indigenous students from Latin America in the United States. Cervantes Institute at the Faculty of Arts and Sciences of Harvard University.

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 –

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). New York, NY: Routledge.

Pentón Herrera, L. J. (in press). Feminism and education: Celebrating the life and work of Dr. Ana Echegoyen de Cañizares. In anthology: Our voices our stories. National Girls and Women of Color Council, Inc.

Pentón Herrera, L. J. (accepted). Caring as a form of advocacy for literacy-emergent newcomers with special education needs: The community-building pedagogical approach. In Contemporary Foundations for Teaching English as an Additional Language: Pedagogical Approaches and Classroom Applications. Routledge.

Aker, M. & Pentón Herrera, L. J. (accepted). Smart literacy learning in the 21st century: Facilitating PBSL pedagogic collaborative clouds. In Emerging Technologies and Pedagogies in the Curriculum.

Trinh, E. & Pentón Herrera, L. J. (accepted). Writing as an art of rebellion: Scholars of color using literacy to find spaces of identity and belonging in academia. In Amplified voices, intersecting identities: First-generation PhDs navigating institutional power. Sense Publishers.


– Peer-Reviewed Journals –

Pentón Herrera, L. J. (in press). Reading (at heart) with English learners. English Journal.

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.

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. DOI: 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. DOI: https://doi.org/10.18806/tesl.v35i2.193

Pentón Herrera, L. J. & Obregón, N. (2018). Challenges facing Latinx ESOL students in the Trump era: Stories told through testimonios. Journal of Latinos and Education. DOI:10.1080/15348431.2018.1523793.

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. DOI: 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. DOI: 10.17533/udea.ikala.v23n02a8

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. DOI: https://doi.org/10.30617/2.1.2

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. DOI: 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. Retrieved from https://www.ocf.berkeley.edu/~bre/call-for-conversations/ 

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 learnersNECTFL Review, 78, 15-30.

Pentón Herrera, L. J. (2016). Teacher spiritualism: The vocation within. Cultural & Religious Studies, 4(6), 355-360.

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. (2019). Tips to land your first teaching job. Education Week Teacher Blog, Classroom Q&A with Larry Ferlazzo. Retrieved from 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.