Open Access Articles on Teaching Students Acquiring English 


    Supporting Early Biliteracy in the English-medium Classroom: 
Initiatives for 
    Family Engagement and Instructional Innovations
Co-authored with Douha Abbasher, Melanie Aguirre, and Monica Hughes (2024) The Reading Teacher

Teaching Ideas in Bilingualism:
Using the Linguistic and Life Potential of Students
Co-authored with Barbara Muszyńska (2024) Educational Forum/Forum Oświatowe

 Language, Literacy, and Love:
A Critical Framework for Teaching Adolescent Emergent Bilinguals
   Co-authored with Phyliciá Anderson and Victor Lozada (2022) Journal of Language and Literacy Education
​
Translingual Disciplinary Literacies:
Equitable Language Environments to Support Literacy Engagement
Co-authored with ELLevate research team: Holly Hansen-Thomas, Patricia Flint, and Mariannella Nunez
(2021) Reading Research Quarterly


Co-learning, Translanguaging, and English Language Acquisition
Co-authored with ELLevate research team: Holly Hansen-Thomas, Patricia Flint, and Tamra Dollar
(2020) Research Outreach


Hurdling Over Language Barriers:
Building Relationships with Adolescent Newcomers through Literacy Advancement
Co-authored with teacher-researchers Patricia Flint and Tamra Dollar.
(2019) Journal of Adolescent and Adult Literacy
        
 
 “My Life, My Stories”: 
Reading, Writing, and Belonging in the ESL Classroom 
Co-authored with award-winning high school teacher, Holly Genova
(2019) English Journal



Selected Research Literacy Engagement across Languages

​Stewart, M. A., & Muszyńska, B. (2025). Supporting a Polish teacher of newcomer  students: Innovative and contextual literacy instruction for second language  acquisition. Reading Research Quarterly, 60(3), e70011. https://doi.org/https://doi.org/10.1002/rrq.70011

Muszyńska, B., & and Stewart, M. A. (2025). When language and literacy touch our  hearts: Implications for refugee education from a biliteracy stance. Journal of Language, Identity & Education, 1-18. https://doi.org/10.1080/15348458.2025.2467194 

Stewart, M.A. & & Abbasher, D. (2024). Supporting biliteracy in the English language  arts through family partnerships: Cases of early childhood teachers and their Arabic- and Russian-speaking students. Research in the Teaching of English,  59(1), 19-46. https://doi.org/https://doi.org/10.58680/rte202459119 

Collazo, E. C., Muñoz, Á., Stewart, M. A., & Hansen-Thomas, H. (2024). Reimagining  newcomer instruction through multilingual possibilities: Secondary language teachers provide home language invitations. Journal of Education for  Multilingualism, 1(2), 169-189.    https://doi.org/chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://jempub.com/wp-content/uploads/2024/12/Cartagena_Collazo_Et_Al_2024_Reimagining_Newcomer_Instruction.pdf 

*Stewart, M.A., Babino, A., Lozada, V., Munoz, A., & Mojica, Z. (2024). Language  policymaking through translingual literacy instruction. Language Policy.  https://doi.org/10.1007/s10993-024-09702-w 

Muszyńska, B., Jaszczuk-Surma, M., Pajewska, K., & Nankowska, A., & Stewart, M.A.  (2024). Projekt “Alfabetyzacja dwujęzyczna uczniów zoddziałów  przygotowawczych.” [Project “Biliteracy for students in preparatory classes.”].  Czasopismo Dla Nauczyciele: Języki Obce w Szkole [Journal for School Teachers: Foreign Languages at School] 3, 75-86.

Babino, A. & Stewart, M.A. (2023). Whose bilingualism counts? Juxtaposing the sanctioned and subaltern languaging of two dual language teachers. Journal of  Language, Identity, and Education. 1-18. https://doi.org/10.1080/15348458.2023.2169697

Mojica, Z., Stewart, M.A., & Grosso Richins, L. (2023). “Yo ya pasé por eso”: Estudiantes latinas conectan teorías del lenguaje con sus vivencias en un entorno universitario bilingüe.  Bilingual Research Journal, 45(3-4), 276-294. https://doi.org/10.1080/15235882.2022.2130473

Stewart, M. A. & Babino, A. (2022). Enacting resistance literacies through languaging and advocacy: Intergenerational testimonios to inform literacy research and instruction. Literacy Research and Instruction, 61(4), 361-382.  https://doi.org/10.1080/19388071.2021.2008562

Stewart, M. A., Flint, P., & Núñez, M. (2021). Teachers and diverse students: A knowledge-to-action reader response model to promote critical consciousness. Multicultural Perspectives, 23(2), 63-72. https://doi.org/10.1080/15210960.2021.1914050 

Hansen-Thomas, H., Stewart, M.A., Flint, P., & Dollar, T. (2021). Co-learning in the high school English class through translanguaging: Emergent bilingual newcomers and monolingual teachers. Journal of Language, Identity, and Education, 20(3), 151-166.

Babino, A., & Stewart, M.A. (2019). Multiple pathways to multilingual investment: A collective case study of self-identified Mexicana students in the U.S. International Multilingual Research Journal, 13(3), 152.167. 

Babino, A. & Stewart, M.A. (2018). Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. Bilingual Research Journal, 41(3), 272-297.

Stewart, M.A. (2017). “I love this book because that’s like me!” A multilingual refugee/adolescent girl responds from her Homeplace. International Multilingual Research Journal, 11(4), 239-254.

Stewart, M.A. & Hansen-Thomas, H. (2016). Sanctioning a space for translanguaging in the secondary English class: A case of a transnational youth. Research in the Teaching of English, 50(4), 450-472.