Profile photo of Dr. Alexandra (Ale) Babino

Dr. Alexandra (Ale) Babino

Assistant Professor of Bilingual/ESL Education

Curriculum and Instruction

Office Location: EDS 224

Office Hours: Tuesdays and Thursdays from 10:00-11:30 or by appointment

Phone: 903-866-5535

Email: Alexandra.Babino@tamuc.edu

Professional Vita



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Brief Biography
Alexandra (Ale) Babino, Ph.D., is an Assistant Professor of Bilingual/ESL Education at Texas A & M University– Commerce. She has 11 years of teaching experience working in private and public schools at the high school and elementary levels over a variety of language programs. She was voted district teacher of the year in 2015 by the Lewisville Area Chamber of Commerce and won the first-place dissertation prize in 2016 from the National Association for Bilingual Education. 

In her professional work, she strives to uncover and carefully consider how language, culture, and systems intersect and affect the educational outcomes for Latinx, bilingual students. Her research specifically focuses on exploring how emergent bilinguals become biliterate and bicultural to varying degrees across contexts.  She studies and writes from a critical pragmatic paradigm, which is often reflected through her use of mixed methodology. Her latest co-authored article is: Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. While her official titles have changed over the years, her central role as an educator has always been that of a dream-broker.

Expertise

Biliteracy Development
Dual Language Programming
Bicultural Identity and Language Investment
Mixed Methodology

Courses Taught
RDG 350: Reading and Literacy I
RDG 370: Reading and Literacy II
BLED 401: Foundations of Bilingual/ESL Education (for bilingual majors)
BLED 402: Bilingual Oral Language and Biliteracy Instruction
BLED 403: Bilingual Instruction for the Content Areas
BLED 412: Foundations of Bilingual/ESL Education (for generalist majors)
BLED 505: Project Based Learning for ELLs
BLED 510: Dual Language Assessment
BLED 690: Advanced Research in Bilingual Education
EDCI 559: Equity and Diversity in Education

Selected Publications

Babino, A. & Stewart, M. A. (2018). Re-modeling dual language programs: Teachers

enact agency as critically conscious language policymakers. Bilingual Research Journal. DOI: 10.1080/15235882.2018.1489313

Stewart, M. A. & Babino, A., Walker, K. (2017). Caring as a pedagogical framework for

adolescent English learners: A formative experiment. Tapestry Journal, 8(1), 1-19.

 

Babino, A. & Gonzalez-Carriedo, R. (2017). Striving toward equitable biliteracy

assessments in hegemonic school contexts. Association of Mexican American Educators Journal, 11(1),54-72.

Babino, A. (2017). Same program, distinctive development: Exploring the biliteracy

trajectories of two dual language schools. Bilingual Research Journal, DOI: 10.1080/15235882.2017.1307290

Babino, A. & Stewart, M. A. (2016). “I like English Better”: Latino emergent bilinguals’

investment in Spanish, English, and bilingualism. Journal of Latinos in Education, DOI: 10.1080/15348431.2016.1179186.

*Added to the most cited collection of the journal’s articles in March, 2017.

Gonzalez-Carriedo, R. & Babino, A. (2018). Bilingual and biliterate skills as cross-

competence skill success. In G. Conchas, M. Gottfried, M. Hinga, L. Oseguera (Eds.), Educational Policy Goes to School, 201-214.

Babino, A. & Wickstrom, C. (2017). Making space for Spanish. In E. Barbian, G.

Gonzáles, & P. Mejia (Eds.), Rethinking Bilingual Education, 193-199.


Selected National Presentations

Stewart, M. A. & Babino, A. (2018). Disrupting status quo through viewing literacies and

languaging within Bourdieu’s reflexive sociology. Literacy Research Association. Indian Wells, CA.

Babino, A. & Wickstrom, C. (2018). When the program doesn’t fit: Dual language stakeholders negotiate the unique program implementation at Rivera.  American Educational Research Association. New York, NY.

Babino, A. & Stewart, M. A. (2018). Remodeling dual language programs: Teachers

enacting programmatic agency within competing priorities. American Educational Research Association. New York, NY.

Babino, A. & González-Carriedo, R. (2018). Incentivizing multilingualism: The Seal of

Biliteracy in Texas. National Association for Bilingual Education. Albuquerque, NM.

Babino, A. & González-Carriedo, R. (2017). Toward equity: Exploring the biliteracy

program implementation at one dual language school. Literacy Research Association. Tampa, FL.

Babino, A. & Wickstrom, W. (2017). How “fiel” is your dual language implementation?:

Results and implications from a comparative case study. National Association for Bilingual Education. Dallas, TX.

Babino, A. (2016). Same program, distinctive development: Exploring the biliteracy

trajectories at two dual language schools.  Literacy Research Association, Nashville, TN.

Babino, A. (2016). Learning two languages at the same time: Using the L1 to support

the L2. National Association for Bilingual Education, Chicago, IL.

Stewart, M. A. & Babino, A. (2015). Caring as a pedagogical framework for adolescent English learners: A formative experiment, Literacy Research Association.

Carlsbad, CA.

Babino, A. & Stewart, M.A. (2015). Emergent bilinguals’ emerging identities. American

Educational Research Association. Chicago, IL.

Babino, A., DeVaughn, N., & Hernandez, V. (2015). Insuring equity: Conflicting cultural representations in dual language programs. National Association for Bilingual

Education. Las Vegas, NV.

Babino, A., DeVaughn, N., & Hernandez, V. (2014). Insuring equity: Uncovering cultural inconsistencies in dual language programs. National Association for Bilingual

Education. San Diego, CA.

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