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 Bilingual Research Journal, Critical Inquiry in Language Studies, and Journal of Latinos and Education.

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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

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Awards, Honors, Associations

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

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

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

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Publications

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

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

Nuñez, I., & Espinoza, K. (2017). Bilingual Pre-service Teachers’ Initial Experiences: Language Ideologies in Practice Journal of Latinos and Education, 17 (4).  link >

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.

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Courses

Biling ESL Methods & Material (CI 477) 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.

Nunez Cortez, Idalia

Assistant Professor, Curriculum & Instruction

Contact

Office

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

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