Publications

– MONOGRAPHS –

Pentón Herrera, L. J. (2018). Estudiantes indígenas de América Latina en los Estados Unidos. Boston, MA: 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. Boston, MA: 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. Wheaton, MD: 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. (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). Jersey City, NJ: Complexity Publishing, 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. (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 classroomTESOL Quarterly. Advance online publication. doi: 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.

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). 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. 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.