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Idalia Nunez Cortez

Profile Picture for Idalia Nunez Cortez

Assistant Professor, Curriculum & Instruction

Contact

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

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Idalia Nunez Cortez

Biography

Dr. Nuñez is an Assistant Professor with specialization in Bilingual/ESL (English as a second language) Education. Her interests include: exploring Spanish-English translanguaging, bilingualism, and biliteracy; linguistic equity in educational settings; and bilingual/ESL pre- and in-service teacher education, identity, and agency. Her research focuses on recognizing the everyday cultural and linguistic resources of students of color, specifically from Latinx communities. Her work is guided by a sociocultural perspective which acknowledges the cultural contributions and knowledge that students, families, and communities of color bring into schools that can be used to leverage academic learning. Furthermore, her research is grounded on the premise that an understanding of these everyday practices can inform and advance curricular and instructional developments that counter subtractive schooling approaches that continue to marginalize students and communities of color. Her work has been published in journals such as Language Arts, Critical Inquiry in Language Studies, and Journal of Latinos and Education.

Education

Ph.D., Curriculum & Instruction: Bilingual-Bicultural Education, University of Texas at Austin, 2018

M.A., Education: Reading and Literacy, University of Texas San Antonio, 2011

B.A., Interdisciplinary Studies: Bilingual Education, University of Texas Pan American, 2009

Awards, Honors, Associations

Frederick Eby Research Award in Humanistic Studies in Education, 2018 - 2018

Outstanding Dissertation Award, National Association of Bilingual Education, 2019 - 2019

Literacy Research Association (LRA) Best Paper Award, Literacy Research Association, 2020 - 2020

Outstanding Dissertation Award, AERA Latinx Research Issues Sig, 2019 - 2019

Outstanding Dissertation Award, AERA Bilingual Education Research Sig, 2019 - 2019

STAR Mentoring Program, Literacy Research Association, 2019 - 2019

Research & Service

Dr. Nuñez’s research interests include: exploring translanguaging, bilingualism, and biliteracy; linguistic equity in educational settings; and bilingual/ESL pre- and in-service teacher education, identity, and agency. Her research focuses on recognizing the everyday cultural and linguistic resources of students of color, specifically from Latinx communities. Her work is guided by a sociocultural perspective which acknowledges the cultural contributions and knowledge that students, families, and communities of color bring into schools that can be used to leverage academic learning. Her research is grounded on the premise that an understanding of these everyday practices can inform and advance curricular and instructional developments that counter subtractive schooling approaches that continue to marginalize students and communities of color.

Dr. Nuñez’s current research projects include:
(1) Exploring ways Latinx bilingual children navigate spaces through translanguaging
(2) Exploring home and community language and literacy practices of families on the U.S.-México borderlands
(3) Exploring the bilingual and biliterate identities of preservice teachers

Publications

Espinoza, K., Nunez Cortez, I., & Degollado, E. (2021). “This is what my kids see every day”: Bilingual Pre-Service Teachers Embracing Funds of Knowledge through Border Thinking Pedagogy Journal of Language, Identity and Education, 20 (1), 4-17.  link >

McCarthey, S., Nuñez, I., & Lee, C. (2020). Translanguaging across Contexts. The Handbook of informal learning United Kingdom: John Wiley & Sons.

Nuñez, I., & Espinoza, K. (2019). Bilingual Pre-service Teachers’ Initial Experiences: Language Ideologies in Practice Journal of Latinos and Education, 18 (3).

Nuñez, I. (2019). “Le hacemos la lucha”: Learning from madres mexicanas multimodal approaches to raising bilingual, biliterate children. Language Arts, 30.

Nuñez, I., & Palmer, D. (2016). Who will be bilingual?: A critical discourse analysis of a Spanish-English bilingual pair. Critical Inquiry of Language Studies, 14 (4).

Worthy, J., Nuñez, I., & Espinoza, K. (2016). Wow, I get to choose now!: Bilingualism and Biliteracy Development from Childhood to Young Adult. Bilingual Research Journal, 39 (1), 20-34.

Degollado, E., Nunez Cortez, I., & Araujo, M. Critical Borderlands Literacies Handbook of Critical Literacies Multilingual Matters.

Presentations

"Esto es lo que mis niños ven todos los días": Futur@s maestr@s bilingües cultivando riquezas culturales comunitarias (2020).: San Francisco, CA.

Challenging Our Positionalities as Chicanx Researchers and Activists: Working With and for Communities of Color (2020). American Educational Research Association: San Francisco, CA.

The Black and Brown Plight to Bilingualism and Agency in a Dual-Language Program (2020).: San Francisco, CA.

“This is what my kids see every day”: Bilingual Pre-Service Teachers Building on Community Cultural Wealth (2019). American Educational Studies Association: Baltimore, MD.

Grants

Principal Investigator, Translanguaging as a shared community practice: Leading efforts for Latinx emergent bilinguals’ bilingualism and biliteracy, Campus Research Board, 2020 - 2021

Courses

Culture in the Classroom (CI 446) Explores cultural, political, and social factors that affect learning and teaching. Introduces students to the fields of educational anthropology and multicultural education and to the application of cultural information to curriculum development and classroom practice. The 3-hour undergraduate version and 4-hour graduate version meet the Cross-Cultural Studies for Teaching Limited-English-Proficient Students requirement for Bilingual and/or ESL Teaching Approval or Endorsement from the Illinois State Board of Education.

Biling ESL Methods & Material (CI 477) Focuses on bilingual and English-as-a-second language (ESL) curriculum development and instruction for bilingual and second-language learners (K-12) in a variety of language and program settings. Emphasizes bilingual and ESL materials selection and development, bilingual and ESL literacy instruction, bilingual and ESL content area instruction, and sheltered English instruction. Issues related to second-language acquisition, cultural and linguistic diversity, and parental and community involvement are reviewed. Prerequisite: CI 433

Biling ESL Methods & Material (CI 477) Focuses on bilingual and English-as-a-second language (ESL) curriculum development and instruction for bilingual and second-language learners (K-12) in a variety of language and program settings. Emphasizes bilingual and ESL materials selection and development, bilingual and ESL literacy instruction, bilingual and ESL content area instruction, and sheltered English instruction. Issues related to second-language acquisition, cultural and linguistic diversity, and parental and community involvement are reviewed. Synchronous attendance required. Moodle LMS.

Biling ESL Methods & Material (CI 477) Focuses on bilingual and English-as-a-second language (ESL) curriculum development and instruction for bilingual and second-language learners (K-12) in a variety of language and program settings. Emphasizes bilingual and ESL materials selection and development, bilingual and ESL literacy instruction, bilingual and ESL content area instruction, and sheltered English instruction. Issues related to second-language acquisition, cultural and linguistic diversity, and parental and community involvement are reviewed.

Biling ESL Methods & Material (CI 477) Focuses on bilingual and English-as-a-second language (ESL) curriculum development and instruction for bilingual and second-language learners (K-12) in a variety of language and program settings. Emphasizes bilingual and ESL materials selection and development, bilingual and ESL literacy instruction, bilingual and ESL content area instruction, and sheltered English instruction. Issues related to second-language acquisition, cultural and linguistic diversity, and parental and community involvement are reviewed. Synchronous attendance required. Moodle LMS. Prerequisite: CI 433

Curriculum Research (CI 509) Reviews the principal methodologies used in research on curriculum problems and guides students through the process of working with data in response to research questions; emphasizes qualitative data collection tools and techniques (e.g., surveys, interviews, observations) as well as various theoretical and methodological approaches (e.g., case study, grounded theory, ethnography); emphasizes conceptual and practical problems.

Bilit Dev of Young Children (CI 578) Helps students understand the language and literacy development of young bilinguals. Students will develop an understanding of the issues in biliteracy research, explore the diversity of research topics and perspectives in biliteracy research, and learn to think and write critically about research on early biliteracy development.