Dr. Martinez Negrette is an Assistant Professor with expertise in bilingual/ESL (English as a second language) education, sociolinguistics, and educational policy studies. She has worked as a language teacher in several different regions including Latin America, North America, Europe, Asia, and the Middle East. Her research interests are centered on issues of language, equity, and social justice, particularly in relation to the schooling of linguistically and culturally diverse children in the United States and other regions of the world. Her research focus has led her to conduct research examining language and education in Latin America, North America, Sub-Saharan Africa, and Australasia. In her most recent work, Dr. Martinez Negrette investigates how emergent bilinguals in dual language immersion (DLI) programs perceive, enact, and negotiate the tenuous intersections of race, ethnicity, social class position, and language in American school settings. Her work has been recognized nationally and locally by the National Academy of Education/Spencer Foundation, and the Morgridge Center for Public Service at the University of Wisconsin-Madison.


Ph.D., Bilingual Education & English as a Second Language (ESL), University of Wisconsin-Madison, 2019

M.A., Bilingual Education and TESOL, New Mexico State University, 2014

B.A., Modern Languages Teaching (Spanish/English), Universidad del Atlántico, 2001

Awards, Honors, Associations

Excellence in Engaged Scholarship Graduate Award The Morgridge Center for Public Service, University of Wisconsin-Madison, 2018 - 2018

National Academy of Education/Spencer Fellowship National Academy of Education/Spencer Foundation, 2018 - 2018

Zillman Summer Research Award The Honor Society of Phi Kappa Phi, University of Wisconsin-Madison, 2018 - 2018

Future Faculty Fellow The Teaching Academy-University of Wisconsin-Madison, 2017 - 2017

TESOL Professional Development Scholarship TESOL International Association, 2015 - 2015

Graduate School Honors Award New Mexico State University, 2014 - 2014

Research & Service

My research interests center on bilingual/multilingual education, English as a Second Language (ESL), sociolinguistics, and International Comparative Education. I employ qualitative methods to study the intricate processes that emergent bilinguals engage in as they use language to enact and negotiate their identities and interactions within tenuous social and linguistic intersections. Through my research, I aim to shed light on the ways in which language practices and interactions may be shaped by social constructions from a very early age.
My work is guided by sociocultural approaches to language and education, and engages sociological studies of social (re)production in schools, social constructionist studies of bilingual education, and the emerging field of raciolinguistics. I use an intersectional approach to examine the ways in which social constructions such as race, social class position, and language interact on multiple levels to shape students’ experiences.


Martinez Negrette, G. (2019). Figuring Math: Knowledge and Agency in a Bilingual Early Childhood Classroom. Journal of Latinos and Education.  link >

Martinez Negrette, G. (2019). "It’s Better Now": How Midwest Niceness Shapes Social Justice Education. In The Price of Nice: How Good Intentions Maintain Educational Inequity University of Minnesota Press, USA.

Martinez Negrette, G. (2018). Immigration, motherhood and parental involvement: narratives of communal agency in the face of power asymmetry. USA: Discourse: Studies in the Cultural Politics of Education.  link >

Martinez Negrette, G. (2017). "Tengo toda la receta acá": Developing mathematical agency in young emergent bilinguals Equitable Access: A Common Goal of High-Quality Learning in Grades PreK-2 USA.

Martinez Negrette, G. (2016). Teacher, learner & cultural crosser: A critical reflection on the construction of my identity. Language, Race and Power in Schools: A Critical Discourse Analysis USA: Routledge.


Found of Bilingual Educ (CI 433) Analyzes historical, political, and educational influences on bilingual/ESL education in US. Theoretical foundation of bilingual and ESL programs are examined as well as the effectiveness of program models in promoting academic achievement. Meets standards and course requirements for the Illinois State Board of Education Teaching Approval and Endorsement for Bilingual and ESL teachers.

Bilingual and ESL Assessment (CI 517) Explores the role of assessment in education of culturally and linguistically diverse students in K - 12 classrooms. Current trends in assessment in the United States will be analyzed as well as how assessments are used for the identification and placement of bilingual and ESL students. The use and scoring of language proficiency assessments will be examined along with various forms of classroom-based assessment. Meets ISBE assessment requirements for a bilingual and ESL teaching approval or endorsement.

Martinez Negrette, Giselle

Assistant Professor, Curriculum & Instruction



Education Building
1310 S. Sixth St.
Champaign, IL 61820

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