Publications

– Books –

Pentón Herrera, L. J., & Trinh, E. T. (Eds.) (in press). Critical storytelling: Multilingual immigrants in the United States. Brill /Sense. https://doi.org/10.1163/9789004446182


– Monographs –

Pentón Herrera, L. J. (2018). Estudiantes indígenas de América Latina en los Estados Unidos. Informes Del Observatorio/Observatorio Reports. Cervantes Institute at the Faculty of Arts and Sciences of Harvard University. https://doi.org/10.15427/OR042-08/2018sp

Pentón Herrera, L. J. (2018). Indigenous students from Latin America in the United States. Informes Del Observatorio/Observatorio Reports. Cervantes Institute at the Faculty of Arts and Sciences of Harvard University. https://doi.org/10.15427/or042-08/2018en

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 and Conference Proceedings –

Pentón Herrera, L. J. (in progress). Students with limited or interrupted formal education in primary and secondary classrooms in the U.S., Australia, Canada, and the UK. In L. J. Pentón Herrera (Ed.), Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. Springer.

Linville, H., & Pentón Herrera, L. J. (in progress). Why, how, and where to advocate for English learners with limited or interrupted formal education. In L. J. Pentón Herrera (Ed.), Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. Springer.

Aker, M., Daniel, L. R., & Pentón Herrera, L. J. (in progress). The promise of problem-based service-learning and SLIFE: Building a future in the middle school, high school, and GED classrooms today. In L. J. Pentón Herrera (Ed.), Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. Springer.

Browder, C., Pentón Herrera, L. J., & Franco, J. (in progress). Advancing the conversation: Humanizing and problematizing the conversation about the students we call SLIFE. In L. J. Pentón Herrera (Ed.), Students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. Springer.

McNair, R. L., & Pentón Herrera, L. J. & (accepted). Peacemaking circles in the English classroom: Transforming conflict and developing spaces of peace for global citizenship. In B. Birch (Ed.), Creating Classrooms of Peace. Routledge.

Pentón Herrera, L. J. (accepted). Teaching Spanish literacy to adult Latinx learners: Exploring interest, impact, and sustainability. Literacy Education and Second Language Learning for Adults (LESLLA) Pittsburgh Proceedings.

Jenner, E., Konkel, M. & Pentón Herrera, L. J. (accepted). Residual effects on conquest and colonialism: A past and present review of the Mayan experience. In Proceedings of III Encontro Ibero-Americano de Estudos Mayas. Campinas, Brazil. 

Pentón Herrera, L. J. (2021). Caring as a form of advocacy for literacy-emergent newcomers with special education needs: The community-building pedagogical approach in the U.S. In P. Vinogradova & J. K. Shin (Eds.), Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom applications (pp. 265-269). Routledge.

Pentón Herrera, L. J. (2021). My life’s metamorphosis: Becoming bilingual. In L. J. Pentón Herrera & E. T. Trinh (Eds.), Critical Storytelling: Multilingual Immigrants in the United States (pp. 92-97). Brill/Sense. https://doi.org/10.1163/9789004446182

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.

Aker, M. & Pentón Herrera, L. J. (2020). Smart literacy learning in the twenty-first century: Facilitating PBSL pedagogic collaborative clouds. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Emerging technologies and pedagogies in the curriculum (pp. 429-445). Springer. https://doi.org/10.1007/978-981-15-0618-5_25

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). Routledge.

Pentón Herrera, L. J. (2019). Learning, language, and literacy as entities for empowerment and equality: A case study of three adolescent Indigenous Ixil ELs. In A. Babino, N. Cossa, J. J. Araujo, & R. D. Johnson (Eds.), Educating for a Just Society: The 41st Association of Literacy Educators and Researchers Yearbook (pp. 31-49). Association of Literacy Educators and Researchers.

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). Complexity Publishing, Inc.


– Peer-Reviewed Journals –

Pentón Herrera, L. J. (2020). Un retrato de Carmen: Orgullosamente kichwa de Saraguro. Revista Andina de Educación, 2(3), 41-49. https://doi.org/10.32719/26312816.2020.2.3.6

Pentón Herrera, L. J. (2020). Social-emotional learning in TESOL: What, why, and how. Journal of English Learner Education, 10(1), 1-16.

Pentón Herrera, L. J. & Obregón, N. (2020). Challenges facing Latinx ESOL students in the Trump era: Stories told through testimonios. Journal of Latinos and Education, 19(4), 383-391. https://doi.org/10.1080/15348431.2018.1523793

Pentón Herrera, L. J., & Morales-Rivera, S. (2020). The life and works of Mariano Cubí y Soler: A distinguished Spanish linguist in the 1800s. Bulletin of Hispanic Studies, 97(6), 563-577. https://doi.org/10.3828/bhs.2020.32

Pentón Herrera, L. J. & McNair, R. L. (2020). Restorative and community-building practices as social justice for English learners. TESOL Journal. Advance online publication. https://doi.org/10.1002/tesj.523

Pentón Herrera, L. J. (2020). Diversificando la representación de la mujer latina en los Estados Unidos: Una introducción. Camino Real. Estudios de las Hispanidades Norteamericanas, 12(15), 11-16.

Pentón Herrera, L. J. & Rivera-Vega, E. (2020). Professional development for bilingual faculty at a dual language (English-Spanish) institution in higher education: Conceptualizing the TPL design. MEXTESOL Journal, 44(2), 1-9.

Pentón Herrera, L. J. (2019). Explorando el spanglish: Abstrusa tesela del mosaico lingüístico estadounidense. Hispania, 102(4), 467-472.

Pentón Herrera, L. J. (2019). An Ixil portrait: Exercising resilience amidst inequity, (dis)interest, and self-discovery. Diaspora, Indigenous, and Minority Education. Advance online publication. https://doi.org/10.1080/15595692.2019.1682990

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 classroom. TESOL Quarterly, 53(4), 1033-1059. https://doi.org/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. https://doi.org/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. https://doi.org/10.18806/tesl.v35i2.193

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. https://doi.org/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. https://doi.org/10.17533/udea.ikala.v23n02a08

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. https://doi.org/10.30617/dialogues.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. 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-2016/ 

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. https://doi.org/10.17265/2328-2177/2016.06.003

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. (2020). Back to school after COVID-19: Considering emotional well-being. TESOL Connections, August Issue. http://newsmanager.commpartners.com/tesolc/issues/2020-08-01/5.html 

Pentón Herrera, L. J. (2019). Advocacy in TESOL: An important component for English learner success. The Language Educator, 14(4), 49-51.

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.