Publications

Books

Book proposal presented and accepted: Multiple cultures, multiple challenges, collaborative frameworks between parents and schools in a diverse society.Cambridge University Press. Eds., Elizabeth Ijalba, Patricia Velasco, Catherine J. Crowley.

The following chapters within that book:

Kabuto, B. and Velasco, P. Educationally “at risk” children from undocumented parents: Case studies

Velasco, P. The case of Mixteco immigrant families in New York City

Velasco, P. Preparing bilingual teachers: Building home school connections

Velasco, P., Crowley, C., & Ijalba, E. Commonalities and recommendations

Swinney, R. and Velasco, P. 2011. Connecting Content and Academic Language in English learners and Struggling Students. Grades 2-6. Corwin Press.

Articles

Velasco, P. & Garcia, O. (2014) Translanguaging in the writing of emergent bilinguals. Bilingual Research Journal. 37(1) 6-23

Velasco, P. (2014). Language and Educational Ideologies in Mixteco-Spanish Mothers in New York City. Journal of Latinos and Education, 13 (2), 13(2), 85-106

Nevárez, A. & Velasco, P. (2012). Bilingual Teacher Professional Standards. Proposal for the Development of Professional Standards for Bilingual Education Teachers. New York State Association of Bilingual Education Newsletter. Bilingual Times., Spring/Summer, p.28

Velasco, P., & Cancino, H. Los retos de la educación bilingüe en inglés y español en las escuelas publicas de Nueva York: objetivos, modelos y currículos. International Review of Education (IRE) 58(5–6) 2012

http://www.springer.com/home?SGWID=0-0-1003-0-0&aqId=2429617&download=1&checkval=7b1ef317732f20a54034692b1f20ffad

Velasco, P.(2012). Integrating Content and Academic Language Using Balanced Literacy Structures: A Framework for Instruction of Emergent Bilinguals. Journal of Multilingual Education Research

Velasco, P. (2012). Supplemental Spanish Literacy Assessment (SSLA). New York State Association of Bilingual Education Newsletter. Bilingual Times. Winter Issue, 4-9.

García, O. and Velasco, P. (2012). Insufficient language-in-education policy: Inercultural Bilingual Education in Chiapas. Diaspora, Indigenous and Minority Education, 6:1, 1-18.

http://www.tandfonline.com/doi/abs/10.1080/15595692.2011.633129

Book Chapters

Velasco, P. (forthcoming in 2014) What is meant by language learning progressions? In Common Core and ELLs/Emergent Bilinguals: A Guide for All Educators. Guadalupe Valdés, Kate Menken and Mariana Castro (Eds.). Caslon Publishing

Velasco, P. Lexical homographs and vocabulary development in bilingual learners. In Common Core and ELLs/Emergent Bilinguals: A Guide for All Educators. Guadalupe Valdés, Kate Menken and Mariana Castro (Eds.). Caslon Publishing

Velasco, P., & Johnson, H. (forthcoming in 2014). New York State Bilingual Common Core Initiative: Creating Scaffolds for the Successful Education of Language Learners. In: A Handbook to Implement Educational Programs, Practices, and Policies for English Language Learners. Liliana Minaya-Rowe(Eds.) Information Age Publishing (IAP).

García, O., & Velasco, P. (2011). Observando, colaborando y describiendo: Devolviéndole el poder a los docentes bilingües. In: Anne Marie de Mejía and Christine Hélot. Empowering Teachers Across Cultures. Bern.Peter Lang.

Book Reviews

Madrid, D. and Hughes, S. (Eds.). (2012). Studies in Bilingual Education (Linguistic insights v. 122). Peter Lang, Bern, 2011. In: International Review of Education, 58,p. 435-437

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