鈥淭hrough dialogue, reflecting together on what we know and do not know, we can then act critically to transform reality.鈥� Paolo Freire
Education
Science of Reading Fundamentals Microcredential 2025
SUNY New Paltz
Doctor of Philosophy Boston College, Chestnut Hill, MA
Curriculum and Instruction: Language, Learning & Literacy.
Master of Science in Education
State University of New York at Binghamton
Reading and Literacy.
California CLAD Teaching Credential California State University, Los Angeles
Bachelor of Arts Political Science and Communications
Boston College, Boston, MA.
Biography
Margarita G贸mez, Ph.D., is the Teacher Education Department Associate Chair and a Professor of Literacy Education at 黑料不打烊. Her research aims to better understand how classroom contexts play a critical role for multilinguals鈥� writing development, equity and assessment of multilingual students鈥� linguistic practices, and multilingual policy and practice.
A former bilingual elementary teacher, she currently teaches courses in processes and acquisition of literacy, assessment and instruction of literacy, second language theory and assessment, and language, literacy, and culture.
Her scholarship has been published in premier academic journals such as Reading Research Quarterly, the Bilingual Research Journal, Elementary School Journal, the International Journal of Bilingualism and Bilingual Education, as well as in the Reading Teacher and the Journal of Adult and Adolescent Literacy. She has co-authored book chapters in The Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching and Bilingualism for All? Raciolinguistic Perspectives on Dual Language Education. She has served as a reviewer for Bilingual Research Journal, Language and Education, Language Arts, and Multicultural Perspectives.
Research Interest
Gomez's research interests have centered on: 1) understanding the writing development of culturally and linguistically diverse (CLD) learners and 2) improving the literacy achievement of CLD students in urban settings. I am particularly interested in developing assessment tools that measure the cultural and linguistic competencies that multilingual and multicultural students bring to schooling.
Honors and Awards
2018:Translanguaging Writing Club Grant, supporting the implementation of an after-school translanguaging writing club and the research around efficacy of bilingual writing. Knott Foundation Grant ($2,500)
2018: Faculty Excellence in Engaged Scholarship Award, 黑料不打烊 ($500)
2013: American Education Research Association Language and Social Processes Special Interest Group Emerging Scholar Award ($500)
Recent Publications
M. Gort, M. A. Zapata, K. Seltzer & M. G贸mez (Eds.), (forthcoming, anticipated May 2025) Translanguaging perspectives on writing development and pedagogy: Learning from findings across contexts. Information Age Publishing.
G贸mez, M., & Wong, J. (Under Review). Translanguaging as a humanizing writing practice. In
G. Kang, and S. Kline (Eds.), Writing Reimagined: Bridging Critical Theories and Pedagogical
Practices in Elementary Classrooms. Rowman & Littlefield.
Wong, J. & G贸mez, M. (Under Review). Teachers鈥� reflective practice: Unpacking raciolinguistic ideologies
to understand multilinguals鈥� writing. In S. Bhowmik & M. Kim (Eds.) Teaching ESL Writing
in the elementary classroom: Approaches and techniques. Routledge.
G贸mez, M. (forthcoming 2025). Lessons in (un)learning from a teacher educator: Exploring the
translanguaging corriente with elementary writers. In M. Gort, M. A. Zapata, K. Seltzer
& M. G贸mez (Eds.), Translanguaging perspectives on writing development and pedagogy:
Learning from findings across contexts. Information Age Publishing.
G贸mez, M. & Wong, J. (forthcoming, 2025). Embracing children鈥檚 cultural and linguistic identities
through translanguaging writing pedagogy. Language Arts 103(1).
Wong, J. & G贸mez, M. (2024). Following multilinguals learners鈥� lead to expand writing
assessment practices. Language Arts 102(1), 43-45.
G贸mez, M. & Saal, L.K. (2022). 鈥淚n the Room Where it Happens鈥�: Advocacy 101 for literacy leaders.
Reading Teacher.
G贸mez, M. & Collins, K. (2022). Reimagining writing assessment for socio-and racio-linguistic
justice: Acknowledging the use of linguistic repertoires for Black and Latinx students.
In T. Hodges (Ed.) Handbook of Research on Writing Instruction Practices for Equitable
and Effective Teaching (pp. 1-22). DOI: 10.4018/978-1-6684-3745-2.ch001
Recent Presentations
Terrell, K., G贸mez, M., & Collins, K. (2025). Integrating computational thinking and computer science into
mathematics and ELA: Teacher preparation with social justice in view. Presentation
at joint NCTE/NCTM Conference, Chicago, IL
G贸mez, M. (2025). Strengths-based writing assessment of multilinguals鈥� writing. Presentation
at Council of Great City Schools, Baltimore, MD.
G贸mez, M. (2024). Tranlanguaging corrientes as empowering literacy practices: Transforming
writing pedagogies for multilingual learners. Symposium at Literacy Research Association,
Atlanta, GA.
Wong, J. & G贸mez, M. (2024). Letting multilingual learners lead us toward expansive writing assessment
practices. Paper Presentation, National Council of Teachers of English, Boston, MA.
Fagan, D., Andrews, O.S., G贸mez, M., Gonzalez, R., Masri, L., Barnhardt, S., Abarca, M., Yongue, A., Orbe, Jr., C. (2024).
English Language Teaching (ELT) Educators as Advocates in State-level Policymaking:
The Case of Maryland鈥檚 CALL Act. Invited Panel presentation at Maryland TESOL Conference,
Towson, MD.
Fagan, D., Andrews, O.S., Abarca, M., Masri, L., G贸mez, M., Yongue, A. Gonzalez, R., Orbe Jr., C., Barnhardt, S., Thuta (2024). Featured Panel:
Maryland鈥檚 Credit for All Language Learning (CALL) Act. TESOL International, Advocacy
Action Days, Alexandria, VA.
G贸mez, M. & Collins, K. (2024). Language inclusivity: Reflections from in-service secondary
teachers on raciolinguistic ideologies and pedagogies of hope. Paper presented at
the American Educational Research Association, Philadelphia, PA.
G贸mez, M., Saal, L.K. & Collins, K. (2023). In the room where it happens: Advocacy at the policy
level for multilinguals. Paper presented at the Literacy Research Association Conference,
Atlanta, GA.
G贸mez, M. (2023, April). Translanguaging With Elementary Students: Humanizing Multilingualism
in an After-School Writing Club. Paper presented at the American Educational Research
Association, Chicago, IL.
Professional Activities/Society Memberships
Cultivating New Voices (2010-2012) 2010-2012 Cohort
Literacy Research Association Member since 2008
National Council for the Teachers of English Member since 2007
American Educational Research Association Member since 2004
American Association of Applied Linguistics Member since 2006
Mass. Assoc. of Teachers of Speakers of Other Languages Member since 2008