Dr. P. Zitlali Morales
Associate Professor of Curriculum and Instruction
Affiliated Faculty, Latin American and Latino Studies (LALS)
Building & Room:
1040 W. Harrison St. (MC 147), Chicago, IL 60607
Dr. P. Zitlali Morales is Associate 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.
Pacheco, M., Morales, P. Z., & Hamilton, C. (Eds.) (2019). Transforming schooling for second language learners: Policies, pedagogies, and practices. Charlotte, NC: Information Age Publishing.
Morales, P. Z., & Saravia, L. A. (2019). The practice of cariño for emergent bilingual students: Latinx students in the U.S. and indigenous Guatemaltecos. In M. Pacheco & P. Z. Morales (Eds.), Transforming schooling for second language learners: Policies, pedagogies, and practices (pp. 237-256). Charlotte, NC: Information Age Publishing.
Morales, P. Z., & Maravilla, J. (2019). The problems and possibilities of interest convergence to advance multilingualism for all. Theory Into Practice. doi:10.1080/00405841.2019.1569377
Cingel, D. P., Lauricella, A. R., Lam, W. S. E., Wartella, E., & Morales, P. Z. (2019). Online communication patterns of Chinese and Mexican adolescents living in the United States. International Journal of Communication, 13, 116-135.
Rumenapp, J., Morales, P. Z., & Manfredini Lykouretzos, A. (2018, November). Building a cohesive multimodal environment for diverse learners in the preschool classroom. Young Children, 72-78.
Morales, P. Z., & Rumenapp, J. (2017). Talking about language in pre-school: The use of video-stimulated recall with emergent bilingual children. Journal of Multilingual Education Research, 7(4), 19-42.
Martínez, D. C., Morales, P. Z., & Aldana, U. S. (2017). Leveraging communicative repertoires using classroom discourse analysis as a tool for equitable learning. Review of Research in Education, 41, 477-499. doi:10.3102/0091732X17691741
Morales, P. Z. (2016). Transnational practices and language maintenance: Spanish and Zapoteco in California. Children’s Geographies, 14(4), 375-389.
Morales, P. Z., Meza, R., & Maravilla-Cano, J. V. (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., & Razfar, A. (2016). Advancing integration through bilingualism for all. In E. Frankenberg, L. Garces, & M. B. Hopkins (Eds.), School integration matters: Research-based strategies to advance equity (pp. 135-144). New York: Teachers College Press.
Morales, P. Z., Trujillo, T. M., & Kissell, R. E. (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.
2010 - PhD, University of California, Los Angeles, Education
1998 - BA, Stanford University, Cultural Anthropology; History (minor)
Research Currently in Progress
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.