Faculty Profiles

Photo of Brenda Sarmiento-Quezada

Work Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 4122

Brenda Sarmiento-Quezada

Assistant Professor Literacy & LanguageCurriculum and Instruction

– Profile

Brenda Sarmiento Quezada is an assistant professor of Literacy and Language Education with emphasis on emergent bilinguals. Dr. Sarmiento Quezada was born in Mexico City and taught as a Dual Language teacher at a Title 1 school in San Antonio, Texas. Her research area focuses on language practices and identity performances of linguistically and culturally diverse students. Dr. Sarmiento Quezada research and interests also encompass teacher education and preparation programs, literacy integration across content areas, bilingual community engagement, digital spaces and multimodalities, and language policy and practices.

+ Education

+ Experience

+ Awards

– Research and Publications

Selected Publications

  • Sarmiento Quezada, B. (2022). De Aquí, De Allá y De Acullá: Identity, Language, and Thirdspaces. A Multi-Sited Ethnographic Case Study of Syrian Displaced Students in México (Publication No. 29323523). [Doctoral dissertation, The University of Texas at San Antonio]. ProQuest Dissertations Publishing
  • Sarmiento Quezada, B. (2022). “Es porque tienen ganas de aprender”: How a teacher creates a learning environment to help Syrian displaced students adapt and learn Spanish in Mexico. In Doris S. Warriner & E. Green (Eds.), Refugee Education across the Lifespan: Mapping Experiences of Language Learning and Language Use. (Special edited volume on educational linguistics).
  • Sarmiento Quezada, B. (2018). Review of DePalma, R., Napier, D. B. & Dze-Ngwa, W. (Eds.). Revitalizing Minority Voices: Language Issues in the New Millennium: (2015). The Netherlands: Sense Publishers. Journal of Language, Identity, and Education, 17(3), 198–200.
  • Buck, C., Cravatt, C., Fagin, P., Finney, A., Gomes, R.B.B., Shan, S., Skarboe, B., Sarmiento, B. & Wagner, J (2010). Immigration Reform: Policies and Implementation. http://dx.doi.org/10.2139/ssrn.2896992

Manuscripts In Preparation

  • Solís, J.L. and Sarmiento-Quezada, B. (Journal Article) TRP: Examining bilingual teacher perspectives of biliteracy.
  • Solís, J.L. and Sarmiento-Quezada, B. (Journal Article) “Lo primerito que miré” (The first thing I saw): The co-construction of bilingual teacher candidates’ perspectives of teaching math bilingually.

Professional Presentations

  • 2022 “Porque primero soy Kurdo:” An Ethnographic Case Study of A Displaced Syrian University Student in México.” World Education Research Association (WERA). San Diego, CA, April
  • 2022 Sarmiento Quezada, B., Pantoja Pérez, T., Martínez-Suarez, A., Solis, J. “Pedagogical Adaptations by Bilingual Teacher Candidates Learning to Teach Math Bilingually Amid Hybrid Teaching Contexts.” National Association of Bilingual Education (NABE). New York NY, February
  • 2021 Sarmiento, B., Solís, J., Pantoja Pérez, T. “¿Cómo se llama en español?”: Achieving educational equity for emerging bilinguals through language and Mathematics.” National Association for Bilingual Education (NABE). Hybrid Conference, April.
  • 2021 Sarmiento, B. and Solís, J. “Hidden expectations: Bilingual teacher candidates learning to cope with the lack of appropriate teaching materials.” American Association for Applied Linguistics
    (AAAL). Virtual Conference, March.
  • 2020 Sarmiento, B., Martin. L. and Trevino, A. “Promoting Parental and Family Involvement in Mathematical and language Learning in Two-Way Dual Language Programs.” The 49th Annual
    Conference, NABE Rise Up 2020: A Perfect Vision. National Association for Bilingual Education. Las Vegas, Nevada, February.
  • 2020 Castillo, J., Xia, Y., Martin L., Sarmiento, B. “Mathematical Content and Language Learning Through Translanguaging in Two-Way Immersion Programs.” The 49th Annual Conference NABE Rise Up 2020: A Perfect Vision. National Association for Bilingual Education. Las Vegas,Nevada, February.
  • 2020 Solis, J. and Sarmiento, B. “Lo primerito que miré: Examining voice and power of bilingual teacher candidates’ perspectives of teaching math bilingually.” American Association for Applied Linguistics (AAAL). Denver, Colorado. March. *Conference cancelled due to COVID19
  • 2019 Language Practices of Syrian Students and a Mexican Teacher in a Spanish Language Class in México.” American Association for Applied Linguistics (AAAL). Atlanta, Georgia. March.
  • 2019 “Todos hablamos el mexicano’: Classroom Ideologies and Language Practices of Syrian Students and a Mexican Teacher in a Spanish Language Class in México.” The 40th Annual Ethnography in Education Research Forum. The Graduate School of Education and the Center for Urban Ethnography, University of Pennsylvania. Philadelphia, PA, February.
  • 2018 “El Otro Sueño Mexicano: Language and Cultural Integration of Syrian Students in Mexico.” The 19th Texas Language Education Research Conference, Multilingual Education in Action: Advocating for the future. San Antonio, Texas. September.

Invited Talks

  • 2020 López, A., Silva, T., Muñoz, M., Abundis, A., Sarmiento, B. Activism in Practice [Panel Discussion]. Courageous Conversations II: Struggles Past and Present: Community Activism for Educational Opportunity, University of Texas at San Antonio, San Antonio, Texas. February
  • 2020 Castillo, J., Xia, Y., Sarmiento, B., Martin L. “Somos problem solvers”: Pedagogica Translanguaging in TWI Mathematics.” AERA Annual Meeting, The Power and Possibilities for the Public Good. San Francisco, California. April. *Conference cancelled due to COVID19
  • 2018 “Language Ideologies of Syrian Refugees and Mexican Teachers in a Spanish Class.” The 8th Annual College Research Colloquium. San Antonio, Texas. October.
  • 2017 “A Holistic Approach to Foreign Languages.” The 17th UNAM-San Antonio ESL Conference: Breaking Down Walls and Building Bridges. UNAM-San Antonio. September.