Pedagogías Críticas para la Enseñanza de Lenguas
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Holguín Mendoza, C. (2022). Sociolinguistic Justice and Student Agency in Language Education: Towards a Model for Critical Sociocultural Linguistic Literacy. In Sergio Loza and Sara Beaudrie (Eds.), Heritage Language Teaching Critical Language Awareness: Perspectives for Research and Pedagogy, pp. 138-156. UK: Routledge.
Holguín-Mendoza, C., Oliver Raján, J., & Vergara Wilson, D. (2017). Nuevas perspectivas hacia laenseñanza, preservación y mantenimiento del español como lengua de herencia en los EstadosUnidos. Hispanic Studies Review, 2(1), 1–9.
Holguín Mendoza, C. & Sánchez-Walker, N. (2024). Beyond Critical Language Awareness: Reflexivity for antiracist critical literacy in Spanish language education. In Covadonga Lamar Prieto & Álvaro González Alba (Eds.), Digital Flux, Linguistic Justice and Minoritized Languages, pp. 75-98. De Gruyter.
Holguín Mendoza, C., & Taylor, A. (2021). Spanish Heritage Language learners abroad: Inclusive pedagogies for Critical Sociocultural Linguistic Literacy. In T. Quan, R. Pozzi, and C. Escalante (Eds.), Heritage Speakers of Spanish in study abroad, pp. 219-235. UK: Routledge.
Holguín Mendoza, C. (2018). Critical Language Awareness (CLA) for Spanish Heritage Language Programs: Implementing a Complete Curriculum. International Journal of Multilingualism. 12(2), 65-79.
Holguín Mendoza, C., Davis, R. L., & Weise, J. (2018). La pedagogía crítica y las ciencias sociales: Estrategias para empoderar a los estudiantes de español como lengua de herencia y de L2. Hispania, 101(3), 368-380.
Sánchez, C., Angelica S., & Rivas, S. (2024). A Journey into Healing: Reclaiming Heritage Spaces and Identities through a Critical Sociocultural Linguistic Literacy Lens. In D. Schwarzer & D. Cedeno (Eds.), Working with Latinx Communities, Families, and Individuals: A Translingual Approach, p. 31-42. Dubuque, IA, Kendall Hunt Publishing Company.
Venegas, M. (2024). Reflexivity and Local Meaning-Making: A Critical Sociocultural Linguistic Literacy (CriSoLL) Approach to Authentic Materials in Higher Education Spanish Language Instruction. Dissertation. University of California, Riverside.
Escobar, A., M., Ciriza, M., y Holguín Mendoza, C. (2012). Lengua e Identidad. In Pragmática lingüística del español, ed. por Mercedes Niño- Murcia y Susana de los Heros, pp. 259-288. Washington, D.C.: Georgetown University Press.
Holguín Mendoza, C. (2011). Dining with the Devil: Identity Formations in Juarez, Mexico. Identities, 18(5), 415–436. https://doi.org/10.1080/1070289X.2011.654739.
Holguín Mendoza, C. (2015). Pragmatic Functions and Cultural Communicative Needs in the Use of ‘y yo’ and ‘así’ (‘be + like’) among Mexican Bilingual Youth. In Kim Potowski and Talia Bugel (Eds.), Papers in Honor of Anna María Escobar ́s 25th anniversary at the University of Illinois at Urbana-Champaign. New York: Peter Lang.
Holguín Mendoza, C. (2018). Capital sociolingüístico y formaciones de identidad Fresa en la frontera entre México y Estados Unidos. Frontera Norte, 30(60), 5–30. https://doi.org/10.17428/rfn.v30i60.1746.
Holguín Mendoza, C., Shappeck, M. & Ciriza, M. (2016). Vuelta en el español ecuatoriano y así en el español fronterizo mexicano: usos subjetivos e intersubjetivos. Studies in Hispanic and Lusophone Linguistics, 9(2).
Holguín Mendoza, C.; Taylor, A., Romero Montaño, L., Lucero, A. & Dorantes, A. (2021). Too Latinx or not Latinx enough: Racial subtexts and subjectivities in a predominantly white university. Journal of Latinos and Education. 1138-1153
Holguín Mendoza, C., Higby, E., Venegas, M., & Boyero Agudo. L. (2024). California Spanish as “non-existent”: Spanish language ideologies within the Latinx community. In M.Barbosa & T. Bugel (Eds), Language attitudes and the Pursuit of Social Justice, pp. 185-207. Taylor & Francis.
Holguín Mendoza, C., & Higby, E. (2024). Sociolinguistic Style, Awareness, and Agency among Southern California Latinx Spanish–English Bilinguals. Languages 9(10), 323. https://doi.org/10.3390/languages9100323.
Lucero, A., Dorantes, A., Holguín Mendoza, C., & Romero Montaño, L. (2017). Reforzando las Redes: Supporting Latina/o Undergraduates at a State Flagship University. Journal of Hispanic Higher Education, 18(4), 295-316. https://doi.org/10.1177/1538192717741671.
Higby, E., Gámez, E. & Holguín Mendoza, C. (2023). Challenging Deficit Frameworks in Research on Heritage Language Bilingualism. Applied Psycholinguistics, 1–14.
Holguín Mendoza, C. (2015). Lengua y Género. In J. Gutiérrez-Rexach (ed.), The Hispanic Linguistics. Encyclopedia. London/New York: Routledge Publishing Co.
Holguín Mendoza, C. (2022). Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness and Agency in SHL. In M. A. Bowles (Ed.), Outcomes of University Spanish Heritage Language Instruction in the United States, pp. 149-168. Georgetown University Press.
Holguín Mendoza, C., Leal, J., & Weise, J. (2022). Teach in Spanglish: Latinx history with bilingual primary sources. The American Historian. Latine History Issue.
Mendoza Casanova, C. R. (2024). Diseño de glosas académicas en Lengua de Señas Mexicana, Pautas metodológicas. PhD Dissertation Universidad Autónoma de Baja California, Campus Mexicali.