Dr. Martínez explores the intersections of language, race, and ideology in the public schooling experiences of students of color, with a particular focus on bi/multilingual Chicana/o and Latina/o children and youth. His research examines: (1) the everyday language and literacy practices of students of color, and the ways that these practices overlap with the forms of language and literacy privileged in academic settings; (2) the competing ideologies that inform language policy and classroom practice in urban schools, including the ways that students and teachers in these schools articulate, embody, and challenge such ideologies in their everyday interactions; and (3) the preparation of pre-service and in-service teachers to work with culturally and linguistically diverse learners. He has published articles in journals such as Linguistics and Education, Research in the Teaching of English, Anthropology & Education Quarterly, Teachers College Record, and Review of Research in Education.
PhD (Education), University of California, Los Angeles, 2009
MEd (Education), University of California, Los Angeles, 1997
BA (Literature), University of California, San Diego, 1994
Assistant Professor, Department of Curriculum and Instruction, University of Texas at Austin (2009-2015)
Adjunct Instructor, Linguistics Department and Teacher Education Department, California State University, Long Beach (2007-2008)
Adjunct Instructor, Teacher Education Program, University of California, Los Angeles (2004-2008)
English Teacher, Mexico City, Mexico (2003-2004)
English Teacher, Prague, Czech Republic (2002-2003)
Elementary School Teacher, Los Angeles Unified School District (1996-2002)
Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 26-42.
Roser, N., Wetzel, M. M., Martínez, R. A., & Price-Dennis, D. (2015). A digital tool grows (and keeps growing) from the work of a community of writers. Reading & Writing Quarterly, 31(2), 185-200.
Martínez, R. A. & Morales, P. Z. (2014). ¿Puras groserías?: Rethinking the role of profanity and graphic humor in Latin@ students’ bilingual wordplay. Anthropology & Education Quarterly, 45(4), 337-354.
Palmer, D., Martínez, R. A., Mateus, S., & Henderson, K. (2014). Reframing the debate on language separation: Towards a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757-772.
Martínez, R. A. (2014). “Do they even know that they do it?”: Exploring awareness of Spanish-English code-switching in a sixth-grade English language arts classroom. Bilingual Research Journal, 37(2), 195-210.
Orellana, M. F., Martínez, D. C., & Martínez, R. A. (2014). Language brokering and translanguaging: Lessons on leveraging students’ linguistic competencies. Introduction to special theme issue on language and literacy brokering, Language Arts, 91(5), 311-312.
Martínez, R. A. (2013). Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom. Linguistics and Education, 24(3), 276-288.
Palmer, D. & Martínez, R. A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37, 269-297.
Wetzel, M. M., Martínez, R. A., Zoch, M., Chamberlain, K., & Laudenheimer, K. (2012). Becoming responsive literacy teachers in an adult literacy tutoring practicum. 61st Yearbook of the Literacy Research Association, 297-313.
Martínez, R. A. & Quartz, K. H. (2012). Zoned for change: A historical case study of the Belmont Zone of Choice. Teachers College Record, 114(10), 1-40.
Martínez, R. A. (2010). Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124-149.