Ph.D. in Educational Studies (specialization in language and culture), Emory University, 2014
M.A. in Teaching English to Speakers of Other Languages, Greensboro College, 2008
Lic. in Applied Linguistics, Universidad Nacional (UNA), Costa Rica, 2004
B.A. in Teaching English as a Foreign Language, Universidad Nacional (UNA), Costa Rica, 2001
Bilingual and multilingual education
Migration and transnationalism
Ana Solano-Campos is a former language educator who has taught English as a Foreign/Second Language to children and youth in Costa Rica and the U.S. and trained pre-service and in-service teachers in linguistically diverse school settings in both countries. She works closely with dual language programs to nurture the bilingualism, biculturalism and biliteracy of their students. Most recently, she received a grant from AERA to train teachers in a two-way dual language education program to use strategies for biliteracy development that connect oracy and literacy.
Her work on sociolinguistics and education explores the mechanisms by which different approaches to language diversity exacerbate or diminish existing educational inequities for language minority groups. She applies interdisciplinary theoretical and methodological perspectives informed by the fields of linguistics, sociology and anthropology to center the identities and experiences of learners/educators across various geopolitical contexts. Applying qualitative, ethnographic and comparative lenses, she seeks to identify the barriers experienced by emergent bilingual immigrant and refugee learners in school and to find the avenues to diminish or eliminate those barriers. Learn more about her work at https://anasolanocampos.com/.
Solano-Campos, A., Hopkins, M., and Quaynor, L. (2020). “Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory.” Journal of Teacher Education, 71(2), 203–217.
Solano-Campos, A., Acevedo, M., and Paugh, P. (2019). “Educating Early Childhood Preservice Teachers about Dual Language Theory and Practices.” Talking Points, 30(2), 10-18.
Solano-Campos, A. (2019). “The Nicaraguan diaspora in Costa Rica: Schools and the disruption of transnational social fields.” Anthropology and Education Quarterly, 50(1), 48-65.
Solano-Campos, A. (2017). “Language ideologies in a U.S. state-funded international school: The invisible linguistic repertoires of bilingual refugee students.” Journal of Research in International Education, 16(1), 36-54
Solano-Campos, A. (2014). “The making of an international educator: Transnationalism and nonnativeness in English Teaching and Learning.” TESOL Journal, 5(3), 412-443.