Claudia Cervantes Soon

BOOKS

Cervantes-Soon, C. G. (2017). Juárez girls rising: Transformative education in times of dystopia. Minneapolis, MI: University of Minnesota Press.

Dorner, L. M., Palmer, D. K., Cervantes-Soon, C. G., **Heiman, D., Crawford, E., R., (Eds.) (2023). Critical consciousness in dual language bilingual education: Case studies on policy and practice. Routledge.

García, O., Kleifgen, J. & Cervantes-Soon, C. G. (2025). Educating emergent bilinguals: Policies, programs and practices for multilingual learners. Teachers College Press.

SELECT ARTICLES

Cervantes-Soon, C. (2025). When Silence Speaks: Power, Marginalization, and Latinx Immigrant Students in Dual Language Classrooms. Submitted to Journal of Latinos and Education, 1–20. https://doi.org/10.1080/15348431.2025.2497525

Nuñez, I., Degollado, D. & Cervantes-Soon, C. (2025). Dreaming of Borderlands Biliteracies: A Framework for Recognizing the Critical Literacies of Racialized Bilinguals. Reading Research Quarterly, 60(3), e70037. https://doi.org/10.1002/rrq.70037

Asson, S., Frankenberg, E., *Darriet, C., Santibañez, L., Cervantes-Soon, C., & López, F. (2025). Racial, Linguistic, and Economic Diversity Across Schools with Two-Way Dual Language Immersion Programs: Evidence from the Los Angeles Unified School District. AERA Open, 11, https://doi.org/10.1177/23328584241310428

Cervantes-Soon, C. (2024). Embracing Answerability in Dual Language Bilingual Education Research: Toward a Vision of Anticolonial Solidarity. Bilingual Review/Revista Bilingüe, 36(2), 135-143, https://bilingualreviewjournal.org/index.php/br/article/view/536

Cervantes-Soon, C. (2024). Building new futurities from the margins: Reading and writing a reimagined world. Journal of Language, Identity and Education, 23(3), 427–432, https://doi.org/10.1080/15348458.2024.2324278

Harvey, R., Cervantes-Soon, C., Brochin, C. (2023). Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators. Journal of Adolescent & Adult Literacy, 66(4), 273-277, https://doi.org/10.1002/jaal.1277

Hernando-Lloréns, B. & Cervantes-Soon, C. G. (2023). Gubernamentalidad y formación de maestros bilingües: Hacia una historización de la intervención educativa con estudiantes bilingües. Bilingual Review/Revista Bilingüe, 35(2), 18-38, https://bilingualreviewjournal.org/index.php/br/article/view/473

Kaveh, Y. M., Bernstein, K. A., Cervantes-Soon, C. G., *Rodriguez-Martinez, S., & *Mohamed, S. (2022). Moving away from the 4-hour block: Arizona’s distinctive path to reversing its restrictive language policies. International Multilingual Research Journal, 16(2), 113–135, https://doi.org/10.1080/19313152.2021.1973261 

Dorner, L., Cervantes-Soon, C., **Heiman, D., & Palmer, D. (2021). “Now it’s all upper-class parents who are checking out schools”: Gentrification as Coloniality in the Enactment of Two-way Bilingual Education Policies. Language Policy, 20, 1-27, https://doi.org/10.1007/s10993-021-09580-6

Cervantes-Soon, C.G., Gambrell, J., Kasun, S., *Sung, W., Freire, J. & Dorner, L.M. (2020). “Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education, Journal of Language, Identity & Education, 1-17, https://doi.org/10.1080/15348458.2020.1753201.

Dorner, L. M. & Cervantes-Soon, C. G. (2020). Equity for Students Learning English in Dual Language Bilingual Education: Persistent Challenges and Promising Practices, TESOL Quarterly, 54(3), 535-547, https://doi.org/10.1002/tesq.599.

Palmer, D. K., Cervantes-Soon, C. G., *Heiman, D. B., Dorner, L.M. (2019). Bilingualism, Biliteracy, Biculturalism… and Critical Consciousness for All: Proposing a Fourth Fundamental Principle for Two-Way Dual Language Education. Theory into Practice, 58(2), 121-133, https://doi.org/10.1080/00405841.2019.1569376.

Cervantes-Soon, C. G. (2018). Using a Xicana Feminist Framework in Bilingual Teacher Preparation: Toward an Anticolonial Path. The Urban Review, 50(5), 857-888, https://doi.org/10.1007/s11256-018-0478-5.

Cervantes-Soon, C. G., Dorner, L.M., Palmer, D. K. Heiman, D., Schwerdtfeger, R. & Choi, J. (2017). Combating Inequalities in Two-Way Language Immersion Programs: New Directions for Bilingual Education. Review of Research in Education, 41(1), 403-427, https://doi.org/10.3102/0091732X17690120

Cervantes-Soon, C. G. (2016). Mujeres truchas: Urban girls redefining smartness in a dystopic global south. Race Ethnicity and Education, 19(6),1209-1222, https://doi.org/10.1080/13613324.2016.1168543

Cervantes-Soon, C. G. & Carrillo, J. F. (2016). Toward a pedagogy of border thinking: Building on Latin@ students’ subaltern knowledge. The High School Journal, 99(4), https://www.jstor.org/stable/44075301.

Cervantes-Soon, C. G. (2014). A Critical Look at Dual Language Immersion in the New Latin@ Diaspora. Bilingual Research Journal, 37(1), 64-82, https://doi.org/10.1080/15235882.2014.893267.

Cervantes-Soon, C. G. (2012). Testimonios of life and learning in the borderlands: Subaltern Juárez girls speak. Equity & Excellence in Education, 45(3), 373-391, https://doi.org/10.1080/10665684.2012.698182

Soto, L.D., *Cervantes-Soon, C. G., Villarreal-Perales, E. & Campos, E. (2009). The Xicana sacred space: A communal circle of compromiso for educational researchers. Harvard Educational Review, 79 (5), 755-776, https://doi.org/10.17763/haer.79.4.4k3x387k74754q18.