College of Education *
College of Education *

Dr. Melinda Martin-Beltran


Melinda Martin-Beltrán, PhD
Associate Professor


Second Language Education
Language, Literacy, Culture, and Social Inquiry
Office telephone: (301) 405.4432
Email: memb@umd.edu

Before joining the faculty at the University of Maryland, Melinda Martin-Beltrán earned her PhD in Educational Linguistics from Stanford University and worked as a bilingual and ESOL (English for Speakers of Other Languages) teacher in K-12 settings in the United States and Latin America. As a teacher educator and applied linguist using anthropological and sociocultural approaches, Dr. Martin-Beltrán has studied classroom practices and contexts that build upon the cultural and linguistic diversity of students in order to increase educational equity for language-minority students. Her research seeks to understand ways that learners (both students and teachers) engage in the co-construction of knowledge and the social processes of learning. She is currently leading a research project examining the Language Ambassadors program for English learners and Spanish learners in high school, funded by the Spencer foundation and the National Academy of Education Postdoctoral fellowship. She is co-PI on a federally funded project developing a cross-age, peer tutoring reading program to support vocabulary development and reading comprehension of younger and older English learners in elementary schools.

Areas of Research:

  • Dual-language/bilingual/multilingual classroom contexts
  • Peer interaction and language exchange
  • English language learners and literacy
  • Equity in linguistically diverse classrooms
  • Preparing teachers to build upon students’ linguistic and cultural diversity
  • Collaboration between ESOL and mainstream teachers

Courses taught:

  • Second Language Acquisition
  • Teaching for Cross-Cultural Communication
  • Theory and Research in Second Language Teaching and Learning
  • Theoretical Foundations of Second Language Teaching & Learning
  • Sociocultural Approaches to Second Language Learning
  • Research Foundations of Second Language Education: Examining linguistically diverse student learning

Selected publications:

Daniel, S. M., Martin-Beltran, M., Peercy, M. M., & Silverman, R. (2015). Moving Beyond Yes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students. TESOL Journal.  doi: 10.1002/tesj.213

Peercy, M. M., Martin-Beltran, M., Silverman, R. D., & Daniel, S. M. (2015).Curricular design and implementation as a site of teacher expertise and learning. Teachers and Teaching: Theory and Practice, 21(7), 867-893.

Martin-Beltran, M. (2014).  What do you want to say?  How adolescents use translanguaging to expand learning opportunities. International Journal of Multilingual Research, 8, 208-230.

Martin-Beltran, M. & Peercy, M.M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching: Theory and Practice. doi:10.1080/13540602.2014.885704.

Martin-Beltran, M. & Chen, P. (2013) Mediating Feedback in an Online Writing Tutorial. Academic Exchange Quarterly. 17(1), 145-150.
 
Adawu, A. & Martin-Beltran, M. (2012) Points of transition: Understanding the constructed identities of L2 learners/users across time and space. Critical Inquiry in Language Studies: An International Journal. 9(4):1–25. doi: 10.1080/15427587.2012.664038

Martin-Beltran & Peercy, M. (2012) How can ESOL and Mainstream Teachers Make the Best of a Standards-based Curriculum to Collaborate? TESOL Journal 3(3), 425-444. doi: 10.1002/tesj.23

Peercy, M & Martin-Beltran, M. (2011) Envisioning collaboration:  Including ESOL students and teachers in the mainstream classroom. International Journal of Inclusive Education. doi:10.1080/13603116.2010.495791

Martin-Beltrán, M. (2010) Positioning proficiency: How students and teachers (de)construct language proficiency at school. Linguistics and Education.21(4), 257-281.

Martin-Beltrán, M. (2010). The two-way language bridge: Co-constructing bilingual language learning opportunities. The Modern Language Journal. 94(2), 254-277.

Martin-Beltrán, M. (2009). Cultivating space for the language boomerang: The interplay of two languages as academic resources. English Teaching: Practice and Critique. 8(2), 25-53.

Book chapters

Martin-Beltran, M., Peercy, M. & Selvi, A. (2012) Collaboration to teach elementary English Language Learners: ESOL and mainstream teachers confronting challenges through shared tools and vision. In Honigsfeld, A. & Dove, M. (Eds.) Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations. Charlotte, NC: Information Age Publishing.

Martin-Beltran, M. (2012). How do teachers participate, mediate, and intervene in the co-construction of language knowledge during learner interactions? In Yon & Bo (Eds.), Teachers' Roles in Second Language Learning: Classroom Applications of Sociocultural Theory. Charlotte, NC: Information Age Publishing.

Martin-Beltran, M. (2012). Bilingual Charter Schools. In Banks, J. & Banks, C. (Eds.), Encyclopedia of Diversity in Education. New York: Sage Publications.

Martin-Beltran, M. & Hickey, P. (2012). English Language Learners, Teacher Preparation for Diversity. In Banks, J. & Banks, C. (Ed.), Encyclopedia of Diversity in Education. New York: Sage Publications.

Martin-Beltran, M. (2010). Developing cross-cultural competence through observation and dialogic teacher inquiry. In G. Park, H. Widodo, & A. Cirocki (Eds.), Observation of Teaching: Bridging Theory and Practice through Research on Teaching. Munich: Lincom Europa.

Billings, E., Martin-Beltran, M., & Hernandez, A. (2010) Beyond English development: Bilingual approaches to teaching immigrant students and English Learners. In C. Faltis & G. Valdés (Eds.) National Society for the Study of Education Yearbook: Education, Immigrant Students. Refugee Students, and English Learners. New York: Teachers College Press.