“Through dialogue, reflecting together on what we know and do not know, we can then act critically to transform reality.” Paolo Freire
Education
Science of Reading Fundamentals Microcredential 2025
SUNY New Paltz
Doctor of Philosophy Boston College, Chestnut Hill, MA
Curriculum and Instruction: Language, Learning & Literacy.
Master of Science in Education
State University of New York at Binghamton
Reading and Literacy.
California CLAD Teaching Credential California State University, Los Angeles
Bachelor of Arts Political Science and Communications
Boston College, Boston, MA.
Biography
Margarita Gómez, Ph.D., is the Teacher Education Department Associate Chair and a Professor of Literacy Education at Loyola University Maryland. Her research aims to better understand how classroom contexts play a critical role for multilinguals’ writing development, equity and assessment of multilingual students’ linguistic practices, and multilingual policy and practice.
A former bilingual elementary teacher, she currently teaches courses in processes and acquisition of literacy, assessment and instruction of literacy, second language theory and assessment, and language, literacy, and culture.
Her scholarship has been published in premier academic journals such as Reading Research Quarterly, the Bilingual Research Journal, Elementary School Journal, the International Journal of Bilingualism and Bilingual Education, as well as in the Reading Teacher and the Journal of Adult and Adolescent Literacy. She has co-authored book chapters in The Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching and Bilingualism for All? Raciolinguistic Perspectives on Dual Language Education. She has served as a reviewer for Bilingual Research Journal, Language and Education, Language Arts, and Multicultural Perspectives.
Research Interest
Gomez's research interests have centered on: 1) understanding the writing development of culturally and linguistically diverse (CLD) learners and 2) improving the literacy achievement of CLD students in urban settings. I am particularly interested in developing assessment tools that measure the cultural and linguistic competencies that multilingual and multicultural students bring to schooling.
Honors and Awards
2018:Translanguaging Writing Club Grant, supporting the implementation of an after-school translanguaging writing club and the research around efficacy of bilingual writing. Knott Foundation Grant ($2,500)
2018: Faculty Excellence in Engaged Scholarship Award, Loyola University Maryland ($500)
2013: American Education Research Association Language and Social Processes Special Interest Group Emerging Scholar Award ($500)
Recent Publications
M. Gort, M. A. Zapata, K. Seltzer & M. Gómez (Eds.), (forthcoming, anticipated May 2025) Translanguaging perspectives on writing development and pedagogy: Learning from findings across contexts. Information Age Publishing.
Gómez, M., & Wong, J. (Under Review). Translanguaging as a humanizing writing practice. In
G. Kang, and S. Kline (Eds.), Writing Reimagined: Bridging Critical Theories and Pedagogical
Practices in Elementary Classrooms. Rowman & Littlefield.
Wong, J. & Gómez, M. (Under Review). Teachers’ reflective practice: Unpacking raciolinguistic ideologies
to understand multilinguals’ writing. In S. Bhowmik & M. Kim (Eds.) Teaching ESL Writing
in the elementary classroom: Approaches and techniques. Routledge.
Gómez, M. (forthcoming 2025). Lessons in (un)learning from a teacher educator: Exploring the
translanguaging corriente with elementary writers. In M. Gort, M. A. Zapata, K. Seltzer
& M. Gómez (Eds.), Translanguaging perspectives on writing development and pedagogy:
Learning from findings across contexts. Information Age Publishing.
Gómez, M. & Wong, J. (forthcoming, 2025). Embracing children’s cultural and linguistic identities
through translanguaging writing pedagogy. Language Arts 103(1).
Wong, J. & Gómez, M. (2024). Following multilinguals learners’ lead to expand writing
assessment practices. Language Arts 102(1), 43-45.
Gómez, M. & Saal, L.K. (2022). “In the Room Where it Happens”: Advocacy 101 for literacy leaders.
Reading Teacher.
Gómez, M. & Collins, K. (2022). Reimagining writing assessment for socio-and racio-linguistic
justice: Acknowledging the use of linguistic repertoires for Black and Latinx students.
In T. Hodges (Ed.) Handbook of Research on Writing Instruction Practices for Equitable
and Effective Teaching (pp. 1-22). DOI: 10.4018/978-1-6684-3745-2.ch001
Recent Presentations
Terrell, K., Gómez, M., & Collins, K. (2025). Integrating computational thinking and computer science into
mathematics and ELA: Teacher preparation with social justice in view. Presentation
at joint NCTE/NCTM Conference, Chicago, IL
Gómez, M. (2025). Strengths-based writing assessment of multilinguals’ writing. Presentation
at Council of Great City Schools, Baltimore, MD.
Gómez, M. (2024). Tranlanguaging corrientes as empowering literacy practices: Transforming
writing pedagogies for multilingual learners. Symposium at Literacy Research Association,
Atlanta, GA.
Wong, J. & Gómez, M. (2024). Letting multilingual learners lead us toward expansive writing assessment
practices. Paper Presentation, National Council of Teachers of English, Boston, MA.
Fagan, D., Andrews, O.S., Gómez, M., Gonzalez, R., Masri, L., Barnhardt, S., Abarca, M., Yongue, A., Orbe, Jr., C. (2024).
English Language Teaching (ELT) Educators as Advocates in State-level Policymaking:
The Case of Maryland’s CALL Act. Invited Panel presentation at Maryland TESOL Conference,
Towson, MD.
Fagan, D., Andrews, O.S., Abarca, M., Masri, L., Gómez, M., Yongue, A. Gonzalez, R., Orbe Jr., C., Barnhardt, S., Thuta (2024). Featured Panel:
Maryland’s Credit for All Language Learning (CALL) Act. TESOL International, Advocacy
Action Days, Alexandria, VA.
Gómez, M. & Collins, K. (2024). Language inclusivity: Reflections from in-service secondary
teachers on raciolinguistic ideologies and pedagogies of hope. Paper presented at
the American Educational Research Association, Philadelphia, PA.
Gómez, M., Saal, L.K. & Collins, K. (2023). In the room where it happens: Advocacy at the policy
level for multilinguals. Paper presented at the Literacy Research Association Conference,
Atlanta, GA.
Gómez, M. (2023, April). Translanguaging With Elementary Students: Humanizing Multilingualism
in an After-School Writing Club. Paper presented at the American Educational Research
Association, Chicago, IL.
Professional Activities/Society Memberships
Cultivating New Voices (2010-2012) 2010-2012 Cohort
Literacy Research Association Member since 2008
National Council for the Teachers of English Member since 2007
American Educational Research Association Member since 2004
American Association of Applied Linguistics Member since 2006
Mass. Assoc. of Teachers of Speakers of Other Languages Member since 2008