Assistant Professor from Michigan State University, United States
Lucía Cárdenas Curiel is an esteemed academic specializing in bilingual education, biliteracy, and second language acquisition. She is currently an Assistant Professor at Michigan State University, where she contributes significantly to teacher education, multilingual learning, and curriculum development. With a strong background in qualitative research, she has served as an editor and reviewer for prestigious journals, enhancing scholarly discourse in her field. Her work bridges research and practice, influencing policy and pedagogy in multicultural education. Through numerous grants, fellowships, and mentoring efforts, she has shaped future educators and researchers, reinforcing her commitment to educational equity. Her extensive service in professional organizations and editorial boards underscores her dedication to advancing bilingual and literacy education. Her scholarship and leadership in the field position her as a key figure in educational research, making substantial contributions to understanding language learning, identity, and multilingual pedagogies in diverse educational settings.
Professional Profile
Education
Lucía Cárdenas Curiel holds a Ph.D. in Curriculum and Instruction from the University of Texas at Austin, specializing in Bilingual/Bicultural Education, with a portfolio in Mexican American Studies. She earned an M.A.L.S. in Urban Education from The Graduate Center at City University of New York, emphasizing the intersection of education and urban communities. Her academic journey began with a B.A. in Educational Sciences from Universidad de Monterrey in Mexico, where she graduated Cum Laude with minors in Special Education and Informal Education. Her educational background reflects a strong foundation in multilingual and multicultural education, which informs her research and teaching practices. Her academic pursuits have focused on literacy development, language policy, and bilingual education, shaping her approach to curriculum design and teacher training. This diverse educational experience has positioned her as a leader in bilingual education research and instructional methodologies.
Professional Experience
Lucía Cárdenas Curiel has an extensive academic career, currently serving as an Assistant Professor in Teacher Education at Michigan State University. In this role, she leads the English as a Second Language Licensure and Course Area programs while contributing to the Chicano/Latino Studies and Global Educators Cohort Program. Before joining Michigan State, she was a Lecturer and Assistant Instructor at the University of Texas at Austin, where she played a critical role in bilingual and bicultural education. She has designed and taught various courses at the doctoral, master’s, and undergraduate levels, focusing on biliteracy, multilingual education, and decolonizing research methods. Additionally, she has been actively involved in mentoring doctoral students, serving on dissertation committees, and supervising research assistantships. Her academic contributions extend beyond teaching, as she is a dedicated researcher and editor, shaping the discourse on bilingual education and multilingual learning in higher education.
Research Interests
Lucía Cárdenas Curiel’s research focuses on bilingual and multilingual education, biliteracy development, language identity, and discourse analysis in educational settings. She is particularly interested in how linguistic and cultural diversity influence teaching and learning processes in multilingual classrooms. Her work examines the intersection of language policy, equity, and social justice in education, aiming to improve literacy outcomes for linguistically diverse learners. She also explores decolonizing research methodologies and qualitative approaches to studying bilingualism, emphasizing the lived experiences of bilingual students and teachers. Through her research, she seeks to inform policies that support equitable language education and teacher preparation programs. Her scholarship contributes to a broader understanding of how bilingual education frameworks can be enhanced to support literacy and identity development among learners from diverse linguistic and cultural backgrounds.
Research Skills
Lucía Cárdenas Curiel is highly skilled in qualitative research methods, including discourse analysis, ethnographic research, and case study methodologies. She has expertise in conducting bilingual and multilingual research, utilizing both Spanish and English in data collection and analysis. Her methodological strengths lie in humanizing and decolonizing research approaches, which prioritize the voices and lived experiences of marginalized communities. She also has experience with mixed-methods research, integrating qualitative and quantitative data to explore language acquisition and literacy development comprehensively. Additionally, her proficiency in curriculum development and pedagogical research allows her to bridge the gap between theoretical insights and practical classroom applications. As an editor and reviewer for top-tier academic journals, she has honed her analytical and evaluative skills, making significant contributions to scholarly conversations in bilingual education, multilingualism, and literacy studies.
Awards and Honors
Lucía Cárdenas Curiel has received numerous accolades recognizing her contributions to bilingual education and literacy research. She was awarded the prestigious Arthur Applebee Award for Excellence in Research, underscoring the impact of her scholarship in the field. She also received the National Association for Bilingual Education Outstanding Dissertation Award, demonstrating the significance of her early research contributions. Other notable honors include the Salute to Latinas: Fuerza de la Mujer Faculty Award and multiple mentoring and professional development awards from organizations such as the American Educational Research Association and the Literacy Research Association. Additionally, she has secured several research grants and fellowships, including funding from the Diversity Research Network and the Engagement Scholarship Consortium. These recognitions highlight her commitment to advancing multilingual education, mentoring future scholars, and shaping educational policies that support bilingual learners.
Conclusion
Lucía Cárdenas Curiel is a distinguished scholar whose research, teaching, and mentorship have significantly contributed to the fields of bilingual education and literacy studies. Her work bridges research and practice, fostering equitable educational opportunities for multilingual learners. With a strong academic background, extensive teaching experience, and expertise in qualitative research methodologies, she has made substantial contributions to the field. Her leadership in research, mentorship, and editorial roles further underscores her influence in shaping educational policies and bilingual education practices. While expanding international collaborations and quantitative research could enhance her impact, her dedication to linguistic equity and education reform already places her among the leading researchers in her field. Her record of scholarly excellence, funding success, and mentorship makes her a highly deserving candidate for recognition as a top researcher in bilingual and multicultural education.
Publications Top Notes
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Title: “Yeah, but I don’t speak English”: Critical language portrait dialogues with adult multilingual language learners
Authors: McHolme, L.*, De Costa, P., & Cárdenas Curiel, L.
Year: In Press
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Title: Multiliteracies and translanguaging pedagogies for emergent multilingual learners in the elementary classroom
Authors: Cárdenas Curiel, L., Manzo, A.**, Sifuentes, A.A., & Becker Mendoza, L.M.
Year: 2024
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Title: “The best way to get to know a student is to know their community”: Fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks
Authors: Cárdenas Curiel, L., Ojha, L. P., Zang, L., & Chen, M*.
Year: 2024
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Title: A multiliteracies classroom ecology for elementary bilingual language learners
Authors: Cárdenas Curiel, L.
Year: 2023
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Title: Collaborative translanguaging and transmodal literacies: Learning the language of science in a dual-language classroom
Authors: Cárdenas Curiel, L. & Palmer, D.K.
Year: 2023
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Title: Translenguaje y el arte en unión: Fostering pre-service teachers’ languaging and multiliteracies through bilingual community art gallery lessons
Authors: Cárdenas Curiel, L., McHolme, L.*, & Lundeen, A.**
Year: 2023
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Title: Centering teacher narratives for equitable teaching of culturally and linguistically diverse learners
Authors: Edwards, P.A., Reichmuth, H.*, & Cárdenas Curiel, L.
Year: 2022
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Title: Imagining multimodal and translanguaging possibilities for authentic cultural writing experiences
Authors: Cárdenas Curiel, L. & Ponzio, C.*
Year: 2021
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Title: “You can talk in Espagñol!”: An emergent bilingual and biliterate identity
Authors: Bauer, E., Cárdenas Curiel, L., & Ponzio, C.*
Year: 2020
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Title: A historical inquiry into bilingual reading textbooks: Coloniality and biliteracy at the turn of the 20th century
Authors: Cárdenas Curiel, L. & Durán, L.G.
Year: 2020
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Title: There’s no one way to be bilingual: Knowing students’ language practices
Authors: Domke, L.M.* & Cárdenas Curiel, L.
Year: 2020
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Title: The struggle of emerging (bi)literate identities: Narrative representations of preservice bilingual teachers’ (bi)Literate/(bi)cultural experiences across time and space
Authors: Nuñez, I., Villarreal, D.A., DeJulio, S., Harvey, R., & Cárdenas Curiel, L.
Year: 2020
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Title: Cultural artifacts: Using Sylvia and Aki for opening up authoring spaces
Authors: López, M., Ynostroza, A., Fránquiz, M.E., & Cárdenas Curiel, L.
Year: 2015