Tag: Luis Javier Pentón Herrera

Constructing ICD: #10 Let’s talk about feelings in the newcomer ESOL classroom!

Constructing ICDThe next issue of Constructing intercultural Dialogues is now available, “Let’s talk about feelings in the newcomer ESOL classroom!” by Luis Javier Pentón Herrera.

He’s done research on his own class of English for Students of Other Languages, and reports findings that should be helpful to anyone else teaching a similar course. As a reminder, the goal of this series is to provide concrete examples of how actual people have managed to organize and hold intercultural dialogues, so that others may be inspired to do the same. As with other CID series, these may be downloaded for free. Click on the thumbnail to download the PDF.

CICD #10Pentón Herrera, L. J. (2018).Let’s talk about feelings in the newcomer ESOL classroom! Constructing Intercultural Dialogues, 10. Retrieved from:
https://centerforinterculturaldialogue.files.wordpress.com/2018/05/constructing-icd10.pdf

If you have a case study you would like to share, send an email to the series editor, Wendy Leeds-Hurwitz.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

KC86: Educación Intercultural Bilingüe (EIB)

Key Concepts in ICDThe next issue of Key Concepts in intercultural Dialogue is now available. This is KC#86: Educación Intercultural Bilingüe (EIB, or Intercultural Bilingual Education), by Luis Javier Pentón Herrera. Click on the thumbnail to download the PDF. Lists organized chronologically by publication date and number, alphabetically by concept in English, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC86 EIBPentón Herrera, L. J. (2017). Educación Intercultural Bilingüe. Key Concepts in Intercultural Dialogue, 86. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2017/10/kc86-eib.pdf

The Center for Intercultural Dialogue publishes a series of short briefs describing Key Concepts in Intercultural Dialogue. Different people, working in different countries and disciplines, use different vocabulary to describe their interests, yet these terms overlap. Our goal is to provide some of the assumptions and history attached to each concept for those unfamiliar with it. As there are other concepts you would like to see included, send an email to the series editor, Wendy Leeds-Hurwitz. If there are concepts you would like to prepare, provide a brief explanation of why you think the concept is central to the study of intercultural dialogue, and why you are the obvious person to write up that concept.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Luis Javier Pentón Herrera Researcher Profile

Researcher ProfilesLuis Javier Pentón Herrera, Ph.D., is an English for Speakers of Other Languages (ESOL) teacher in a public high school in Prince George’s County Public Schools, and an adjunct professor in TESOL, Spanish, Writing, and Education at University of Maryland, Baltimore County, University of Maryland University College, and Ana G. Méndez University Systems.

Luis Penton

He is the Maryland Teachers of English for Speakers of Other Languages (MDTESOL) president from 2018-2019. His research focuses on Bilingual Education, Spanish, ESL/ESOL, Literacy Studies, and Hispanic Pedagogues.

Selected Publications:

Pentón Herrera, L. J. (2018). La alfabetización de adolescentes hispanos con educación formal limitada o interrumpida en Estados Unidos: Un exordio. Glosas, 9(4). pp. 37-49.

Pentón Herrera, L. J. (2018). ESOL urban high school teachers’ perceptions of their instructional strengths and challenges: A qualitative case study. Dialogues: An Interdisciplinary Journal of English Language Teaching and Research, 2(1), pp. 1-21. https://doi.org/10.30617/2.1.2

Pentón Herrera, L. J. (2017). The key is differentiation: Recognizing the literacy and linguistic needs of indigenous Hispanic students. Literacy Today, 34(6), 8-9.

Pentón Herrera, L. J. & Toledo-López, A. A. (2017). Alfabetizando al alfabetizador: Mujeres hispanas en un nuevo contexto social. Alteridad: Revista de Educación, 12(1), 68-78.

Pentón Herrera, L. J. (2017). Undocumented ESL students from El Salvador, Guatemala, and Honduras in the era of Trump: A personal narrative. Berkeley Review of Education.

Toledo-López, A. A. & Pentón Herrera, L. J. (2016). The impact of bilingual education in the professional development of Hispanic women. Ámbito de Encuentros Journal, 9(2), pp. 25-49.

Pentón Herrera, L. J. & Duany, M. (2016). Native Spanish speakers as binate language learners. NECTFL Review, 78, pp. 15-30.

Pentón Herrera, L. J. (2015). The reading paradox: The difference between bilingual education and ELL instruction. Ámbito de Encuentros Journal, 8(2), pp. 110-137.

Toledo-López, A. A., & Pentón Herrera, L. J. (2015). Dual language immersion in higher education: An introduction. NABE Perspectives, 37(2), pp. 24-28.

For more information about his works, publications, and contact information, please visit his website.