Resources
Publications
Zoeller, E. & Castro, M. (2025). "If we could look at kids as a whole": Teachers negotiating science of reading approaches with multilingual learners. NABE Journal of Research and Practice, 1-23. https://doi.org/10.1080/26390043.2024.2442920
Zoeller, E. (2024). “You have to start with what they know:” Cultivating genius and joy with multilingual adolescents. Journal of Adolescent & Adult Literacy, 67, 376–388. https://doi.org/10.1002/jaal.1340 (open access!)
Briceño, A. & Zoeller, E. (2024). A Virtuous Cycle: Transliteracy as a Decolonizing Pedagogy. In S. Ibarra Johnson, M. Armijo Romero, & M. Jurado (Eds.), Cultivating the Pedagogy of Translanguaging Practices: Approaches, Activities and Strategies for Students and Teachers in PreK-12 Transformative Education. Velázquez.
Zoeller, E & Garcia-Torres, Y. (2023). “It makes me more aware of what I should be looking for”: Using holistic assessment to foster strength-based understanding of students’ biliteracy development. Literacy Theory, Methods, Research, and Practice, 73(1), 1-21. (open access!)
Zoeller, E. & Briceño, A. (2023). Linguistic justice: Lessons learned from teaching Black multilinguals. Language Arts Journal, 100(3), 223-228.
Zoeller, E. & Briceño, A. (2022). "We can be bilingual rather than an English learner" Transnational teachers developing strength-based, language-focused pedagogy. Teacher Education Quarterly, 49(2), 33-57. (open access!)
Briceño, A. & Zoeller, E. (2022). "Subestimamos las habilidades de los estudiantes:" Bilingual teacher candidates building on multilingual assets. Bilingual Research Journal, 45(1), 8-25.
Zoeller, E. & Briceño, A. (2022). An asset-based practice for teaching bilingual readers. The Reading Teacher. 76(1), 92-96.
Zoeller, E. (2022). Antiracist teaching of bilingual readers. Wisconsin State Reading Association Journal, 59(1), 6-16. (open access!)
Zoeller, E. & Briceño, A. (2021). Teaching Transleyendo. Texas Journal of Literacy Education, 9(1),45-63. (open access!)
Capstone Papers
Allen, T. (2022). The Impact of Language-focused Litearcy Instruction on the Development of Literate Identity in Black Dual Language Learners [Master's thesis, Edgewood College].
Grinwald, E. (2022). Perceptions of a Transliteracy Approach to Supporting Reading Development with Bilingual Students [Master's thesis, Edgewood College].
Schieve, K. (2022). Making sense of Transliteracy and the Science of Reading. [Master's thesis, Edgewood College].