P. Zitlali Morales, PhD
Dr. P. Zitlali Morales is Assistant Professor of Curriculum & Instruction in the College of Education, and affiliated faculty of the Latin American and Latino Studies (LALS) program at the University of Illinois at Chicago (UIC). She examines the language practices of Latin@ youth and linguistic interactions of students and teachers in bilingual classrooms. Her research interests include the education of English language learners, language ideologies, language and identity, and education policy. Dr. Morales is co-PI of a National Science Foundation funded project studying the digital literacy practices and transnational ties of immigrant youth.
2010 - PhD, University of California, Los Angeles, Education
1998 - BA, Stanford University, Cultural Anthropology; History (minor)
Research & Teaching Interests
Dr. Morales examines the language practices of Latin@ youth and linguistic interactions of students and teachers in bilingual classrooms. She views language acquisition from a sociocultural perspective as participants learning to use language through the use of cultural practices, and specializes in additive models of language acquisition for emergent bilinguals. Her current research focuses on preparing teachers to meet their multilingual students' needs by leveraging the language and cultural knowledge that students bring to the classroom. Other research projects include exploring the learner identities of linguistic minority students in Spanish-English dual immersion programs and studying how language ideologies affect the context of schooling for immigrant students and multilingual learners. Dr. Morales is co-PI of a National Science Foundation funded project, “Literacy and New Communication Technologies in Contexts of Transnational Migration” studying the digital literacy practices and transnational ties of immigrant youth. She is affiliated faculty of the Latin American and Latino Studies (LALS) program at UIC.
Morales, P. Z. (2016). Transnational practices and language maintenance: Spanish and Zapoteco in California. Children''s Geographies, 14(4), 375-389.
Morales, P. Z. (2016). From ethnographic surveillance to relationship: Contemporary tensions and possibilities in community based anthropological research. Introduction to Special Issue. Anthropology and Education Quarterly, 47(1), 3-4.
Morales, P. Z., Meza, R., & Maravilla-Cano, J. (2016). Latin@ students in a changing Chicago: Current disparities and opportunities within public schools. Association of Mexican American Educators Journal, 10(1), 107-129.
Morales, P. Z., Trujillo, T., & Kissell, R. (2016). Educational policy and Latin@ youth. In S. L. Nichols (Ed.), Educational policies and youth in the 21st century: Problems, potential, and progress (pp. 3-22). Charlotte, NC: Information Age Publishers.
Morales, P. Z., & Razfar, A. (2016). Advancing integration through bilingualism for all. In E. Frankenburg, L. Garces & M. Hopkins (Eds.), School Integration Matters: Research-based Strategies to Advance Equity (pp. 135-144). New York: Teachers College Press.
Morales, P. Z., & Rao, A. B. (2015). How ideology and cultural capital shape the distribution of Illinois' bilingual education programs. Online commentary. Teachers College Record. Date Published: September 28, 2015 http://www.tcrecord.org ID Number: 18139.
Rao, A. B., & Morales, P. Z. (2015). Addressing the linguistic and cultural needs of English learners through culturally responsive pedagogy. Mid-Western Educational Researcher, 27(4), 296-316.
Morales, P. Z., & Monzó, L. D. (2014). Ethical dilemmas of emerging Latina researchers: Studying schools serving Latin@ communities. The Qualitative Report, 19(79), 1-14.
Martínez, R. A., & Morales, P. Z. (2014). "¿Puras groserías?": Rethinking the role of profanity and graphic humor in Latin@ students' bilingual wordplay. Anthropology & Education Quarterly, 45(4), 337-354.
Morales, P. Z., & Aldana, U. S. (2010). Learning in two languages: Programs with political promise. In P. Gándara & M. B. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies (pp. 159-174). New York: Teachers College Press.
Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating literacy: Culture, difference, and learning for students from non-dominant communities. Review of Research in Education, 33, 212-245.
Honors & Awards
STAR (Scholars of Color Transitioning into Academic Research) fellow, Literacy Research Association, 2011-12, 2012-13
Scholar Grant, Institute for Research on Race and Public Policy (IRRPP), University of Illinois at Chicago, 2012
Professional Affiliations & Activities
American Anthropological Association (AAA): Council on Anthropology and Education (CAE), Association of Latina and Latino Anthropologists (ALLA)
American Education Research Association (AERA)
Illinois Association for Multilingual Multicultural Education (IAMME)
Literacy Research Association (LRA)
National Association for Bilingual Education (NABE)
Journal of Literacy & Social Responsibility (Editorial Board)
Language Arts (Editorial Board)
482 Assessment and Instruction: A Multilingual/Multicultural Perspective
CI 481 or ED 258; or consent of the instructor
Methods and materials for teaching English language learners (ELLs) in bilingual/ESL classrooms. Emphasis upon curricular and methodological practices, assessment for academic placement, and instruction.
258 Bilingualism and Cross-Cultural Issues in a Diverse Society
Completion of the English composition requirement.
Provides an introduction to the key issues and concepts related to the study of bilingualism. Effective instruction of linguistically and culturally diverse students will be discussed. Individual and Society, and US Society course.
594 Special Topics in Education
Consent of the instructor.
Exploration of a topic not covered in existing course offerings. May be repeated if topics vary. Students may register in more than one section per term.