Open Access Articles on Teaching Students Acquiring English 

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, 62(5), 509-519
   
     
 
 “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, 108(3), 34-43



Selected Research on Language Investment, Language Use, and Literacy Engagement across Languages

​Stewart, M. A. & Babino, A. (2021). Enacting resistance literacies through languaging and advocacy: Intergenerational testimonios to inform literacy research and instruction. Literacy Research and Instruction. 1-22. 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.

Stewart, M.A. & Walker, K. (2016). ESL and WWII: Possibilities for language and historical learning. TESOL Journal, 8(1), 44-69.

Babino, A. & Stewart, M.A. (2016). “I like English better”: Latino dual language students’ attitudes toward English, Spanish, and bilingualism. Journal of Latinos and Education, 16(1), 18-29.

Stewart, M.A. (2016). Nurturing caring relationships through five simple rules. English Journal, 105(3), 22-28.

Babino, A. & Stewart, M.A. (2015). Emergent bilinguals’ emerging identities in a dual language school. Journal of Bilingual Education Research & Instruction, 17(1), 28-48.

Stewart, M. A. (2015) “My journey of hope and peace”: Learning from adolescent refugees' lived experiences. Journal of Adolescent and Adult Literacy, 59(1), 149-159.

Stewart, M. A. (2014).  Social networking, workplace, and entertainment literacies: The out-of-school literate lives of newcomer Latina/o adolescents. Literacy Research & Instruction, 53(4), 347-371.

Stewart, M. A. (2014). Living here, yet being there: Facebook as a transnational space for newcomer Latina/o adolescents.  Tapestry Journal, 5(1), 28-43.

Stewart, M. A. (2013.) Giving voice to Valeria's story: Support, value, and agency for immigrant  students. Journal of Adolescent and Adult Literacy, 57(1), 42-50.

Stewart, M. A. (2010). Writing with power, sharing their immigrant stories: Adult ESOL students find their voices through writing. TESOL Journal, 1(2), 86-100.