Ph.D. The University of Texas, Curriculum and Instruction and Bilingual/Bicultural Education
M.Ed. The University of Michigan, Elementary Education
B.A. The University of Michigan, Spanish
Dual language education
Early childhood and elementary literacy development
Bilingual/ESL teacher preparation
Rosalyn Harvey-Torres is an assistant professor in the College of Education & Human Development’s Department of Early Childhood and Elementary Education.
Her work examines multilingual students’ bi/multiliterate practices across in-school and out-of-school spaces. She explores the lived literacy experiences of transnational teachers, as well as how teachers and students build spaces of agency in classrooms. Harvey-Torres’s work also examines how monolingual/ESL teachers conceptualize and adopt a translanguaging pedagogy with multilingual and multidialectal elementary students. She draws on ethnographic methods and critical approaches to language and literacy in her research.
She is recipient of the AERA Bilingual Education Special Interest Group’s Dissertation Award and was co-author and researcher on a Spencer Small Research Grant examining expansive approaches to writing instruction in dual language schools.
Harvey-Torres currently teaches language and literacy courses to undergraduate students. Previously, she was a bilingual elementary school teacher in Monterrey, Mexico and Austin, Texas. Prior to teaching, she worked as a bilingual paraprofessional in an educational program for the children of migrant farmworkers.
Her work has been published in several academic journals spanning the areas of language, literacy and teacher education, including Language Arts, Research in the Teaching of English, The Journal of Teacher Education, The International Journal of Bilingual Education and Bilingualism and the Journal of Language, Identity and Education.
Harvey-Torres, R., Palmer, D., Degollado, E.D., and Estrada, K. (2022) “Three Worlds Pitfall? A Transfronteriza Latina Bilingual Teacher Leveraging Literacy to Navigate Home, School and University Divides.” The Journal of Teaching and Teacher Education, 116, 103767. https://doi.org/10.1016/j.tate.2022.103767
Degollado, E. D., Bell, R., and Harvey-Torres, R. (2022). “’I Learned How to Read in Spanish’: A Genealogical Analysis of Biliterate Subjective Possibilities in South Texas Escuelitas and Beyond.” Teachers College Record, 124(6), 62–91. https://doi.org/10.1177/01614681221111070
Valdez, C. and Harvey-Torres, R. (2022) “A Sense of Belonging: Biliteracy Instruction that Loves and Centers Latinx Emergent Bilingual Students and Their Families.” In “Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice.”
Harvey-Torres, R. and Degollado, E.D. (2021) “’And I Did It With My Writing’: Bilingual Teachers Storying Resistance and Resilience Through Autohistoria.” Research in the Teaching of English.
Harvey-Torres, R. and Valdez, C. (2021) “Nadie más puede contar tu historia: Rewriting Whose Stories Matter through an Antiracist Bilingual Writer’s Workshop.” Language Arts.
Nuñez, I., Villarreal, D. Del Julio, S., Harvey-Torres, R.,Cárdenas, L., (2020). “Sustaining Bilingual-Biliterate Identities: Latinx Pre-Service Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space.” Journal of Teacher Education.
Harvey, R. (2018) “Partnering with Immigrant Communities: Action Through Literacy,” by Campano, G., Ghiso, M.P. and Welch, B. Journal of Language, Identity, and Education, 17(4):273-275.
Harvey, R. and Pallais, D. (2017) “Review of Rethinking Bilingual Education: Welcoming Home Languages in Our Classrooms.” International Journal of Bilingual Education and Bilingualism.