Robert Jiménez

Professor of Language, Literacy, and Culture

Ph.D., University of Illinois at Urbana-Champaign, 1992

Research Area

Comprehension strategies of bilingual readers and their uses for designing instruction; historical, transnational, and economic influences on literacy learning of linguistically diverse students; alternative literacies employed by linguistically diverse students.

Short Biography

Robert Jiménez received his doctorate from the University of Illinois at Urbana-Champaign in 1992. He was previously a faculty member at the University of Oregon (1990-1994) and the University of Illinois at Urbana-Champaign (1994-2004). He teaches courses in research methods, second language literacy, and issues related to the education of Latino/Latina students. Jiménez has conducted research on the strategic processing of competent and less competent bilingual readers, and on the delivery of services and instruction to language minority students at risk for referral to special education and those with learning disabilities. He is now interested in using an ecological framework to examime the literacies of linguistically diverse students. He is also interested in the potential of alternative literacy practices to promote these same students' personal, political, and economic goals. Previously, Jiménez was both a bilingual and a migrant teacher for three years in northern Illinois. His work has been published in several journals including the American Educational Research Journal, Elementary School Journal, Reading Research Quarterly, The Reading Teacher, and the Journal of Adolescent and Adult Literacy.

Learn More about Robert Jiménez:

Projects | Courses Taught | Selected Publications
Awards | CV | Media Mentions

Selected Publications

Books

Smith, P. H. & Jiménez, R. T. (Project in Progress). Literacies from Within and Without Mexico.

Edited Books

Rowe, D. W.; Jiménez, R. T.; Compton, D. L.; Dickinson, D. K.; Kim, Y.; Leander, K. M.; & Risko, V. J. (2007). 56th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

Jiménez, R. T. & Ooka Pang, V. (2006). Race, ethnicity and education: Volume 2, Language and literacy in Schools. Westport, CT: Praeger.

Gersten, R. M. & Jiménez, R. T. (1998). Promoting learning for culturally and linguistically diverse students. Belmont, CA: Wadsworth.

Book Chapters

Jiménez, R. T., & Teague, B. L. English language learners and literacy development. (In preparation). L. M. Morrow, R. Rueda, & D. Lapp, (Eds.) Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity. New York: Guilford Press.

Jiménez, R. T. & Rose, B. C. (In press). Brief overview of English language learners in U.S. schools. In Sandra Mathison & W. Wayne Ross, (Eds.) Battleground Schools: An Encyclopedia of Conflict and Controversy. Westport, CT: Greenwood/Praeger.

Jiménez, R. T., Handsfield, L. J. & Fisher, H. (2008). Rethinking Cognitive Strategy Instruction and Multilingual Students: A Review and Critique. In Moktari, K. & Sheorey, R. (Eds.) Studies in First and Second Language Reading Strategies (pp. 113-130). Norwood, MA: Christopher-Gordon.

Jiménez, R. T. & Teague, B. L. (2007). Legitimacy, Recognition, and Access to Language and Literacy: English Language Learners at the Secondary School Level. In L. S. Rush, J. Eakle, & Berger, A. (Eds.) Secondary School Literacy: What Research Reveals for Classroom Practices (pp. 165-183). Urbana, IL: National Council of Teachers of English and the National Conference on Research in Language and Literacy.

Jiménez, R. T. (2006). A Response to 'The Linguistic Isolation of Hispanic Students in California's Public Schools' by Bernard R. Gifford and Guadalupe Valdés. In A. Ball (Ed.) With more deliberate speed: Achieving equity and excellence in education-Realizing the full potential of Brown v. Board of Education, The 105th Yearbook of the National Society for the Study of Education: Chicago, IL.

Jiménez, R. T. (2005). More equitable assessments for Latino students. In S. J. Barrentine & S. M. Stokes (Eds.) Reading Assessment: Principles and Practices for Elementary Teacher. Newark, DE: International Reading Association. (Reprint of article in The Reading Teacher, 56, (8), 2-11).

Smith, P. H.; Jiménez, R. T.; & Martínez-León, N. (2005). Other countries' literacies. What U.S. educators can learn from Mexican schools. In P. Shannon & J. Edmonson (Eds.) Reading Education Policy (pp. 325-340). Newark, DE: International Reading Association. (Reprint of article in The Reading Teacher, 56, (8), 2-11).

Jiménez, R. T. (2004). More equitable assessments for Latino students. In Preparing Reading Professionals: A collection from the International Reading Association. (pp. 256-258). Newark, DE: International Reading Association. (Reprint of article: in The Reading Teacher, 57 (6), 576-578.)

Journal Articles

Handsfield, L. J. & Jiménez, R. T. (In press). Revisiting cognitive strategy instruction in multilingual classrooms: Caveats and possibilities. Language Arts.

Handsfield, L. J. & Jiménez, R. T. (Resubmitted for Review). Cognition and misrecognition: A Bourdieuian analysis of cognitive strategy instruction in a multilingual classroom. Journal of Literacy Research.

Jiménez, R. T. & Smith, P. H. (2008). Mesoamerican Literacies: Indigenous Writing Systems and Contemporary Possibilities. Reading Research Quarterly, 43 (1), 28-46.

Smith, P. H., Jiménez, R. t., & Ballesteros Pinto, R. M. (2005). ¿Hay una pedagogía nacional de la lecto-escritura? Una mirada a la construcción social de lectores y escritores en México [Is there a national pedagogy for teaching literacy? Preliminary analysis of the social construction of reader and writers in Mexico.]. Lectura y Vida,26(1), 14-24.

Jiménez, R. T. (2004). Theoretical promise, perennial problems, and empirical progress concerning Latino students and literacy. National Reading Conference Yearbook, 53, 1-11. Oak Creek, WI: National Reading Conference.

Gillanders, C. & Jiménez, R. T. (2004). Reaching for success: A close-up of Mexican immigrant parents who foster literacy success for their kindergarten children. Journal of Early Childhood Literacy, 4 (3), 243-269.

Jiménez, R. T. (2004). More equitable assessments for Latino students. The Reading Teacher, 57 (6), 576-578.

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