Mary Carol Combs

Interests

Teaching

Teacher preparation for teachers of bilingual learners, English language learners, and Indigenous students.Second language acquisition theory and research, with practical applications to teacher education, sociocultural approaches to teaching, sheltered instruction

Research

Language policy, education law and policy, bilingual education, English as a second language, sociocultural theory, critical race theory, Indigenous language revitalization

Courses

Scholarly Contributions

Books

• Combs, M. C. (2012). Bilingual and ESL Classrooms, 5th Edition. New York: McGraw-Hill.

Chapters

• Combs, M. C. (2014). Self-Inflicted Reductio ad Absurdum: Pedagogies and Policies of the Absurd in the State of Arizona. In Raza Studies: The public option for educational revolution(pp 188-196). Tucson, Arizona: University of Arizona Press.
• Combs, M. C. (2014). “Performing goofiness” in teacher education for emergent bilingual students. In Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals(pp 287-312). Bingley, England: Emerald Group Publishing Limited.
• Combs, M. C., DaSilva Iddings, A. C., & Moll, L. C. (2014). 21st Century linguistic Apartheid: English language learners in Arizona public schools. In Affirming language diversity in schools and society: Beyond linguistic Apartheid(pp 23-34). New York: Routledge.
• Combs, M. C., DaSilva Iddings, A. C., & Moll, L. C. (2014). English language learners and partnerships with families.. In Handbook of Urban Education(pp 188-196). New York: Routledge.
• Combs, M. C., Betts, D., & Fisher, P. (2013). Acted and enacted lives: Language play, theatre, and language development on the border. In The arts and English language learners: Building culturally responsive, critical and creative programs in school and community contexts(pp 63-67). New York: Routledge.
• Combs, M. C. (2012). Everything on its head: Re-inventing theory and practice in a Structured Immersion Classroom. In Implementing Educational Language Policy in Arizona: Legal, Historical and Current Practices in Structured English Immersion(pp 59-85). Clevedon, England: Multilingual Matters.
• Combs, M. C., & Penfield, S. (2012). Language activism and language policy. In The Cambridge handbook of language policy(pp 461-474). Cambridge, England: Cambridge University Press.
• Combs, M. C., Gonzalez, N., & Moll, L. C. (2010). Latinos and the learning of English: The Metonymy of Language Policy. In Ethnography and language policy(pp 184-203). New York: Routledge.
• Combs, M. C. (2008). Adalberto Guerrero. In Encyclopedia of Bilingual Education(pp 332-335). Los Angeles, CA: SAGE Publications.
• Combs, M. C. (2008). Henry ("Hank") Oyama. In Encyclopedia of Bilingual Education(pp 637-638).
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  Biographical entry
• Combs, M. C. (2008). James Crawford. In Encyclopedia of Bilingual Education(pp 183-185). Los Angeles, CA: SAGE Publications.
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  Biographical entry
• Combs, M. C. (2008). Luis Moll. In Encyclopedia of Bilingual Education(pp 558-559). Los Angeles, CA: SAGE Publications.
• Combs, M. C. (2008). Maria Urquides. In Enclyclopedia of Bilingual Education(pp 869-871). Los Angeles, CA: SAGE Publications.
• Combs, M. C. (2008). What we need to know to educate English language learners. In Affirming Students’ right to their own language: Bridging language policies to teaching practices(pp 35-38). New York: Routledge.
• Combs, M. C. (1999). Public perceptions of Official English/English only: Framing the debate in Arizona. In Socio-political perspectives on language policy and language planning(pp 131-154). Erdenheim, PA: John Benjamins, Inc.

Journals/Publications

• Combs, M. C. (2014). Explorations in "Goofineses": using Drama and Improvisation to Teach English Language Learners. Imagine Research, 5-7.
• Combs, M. C., & Nicholas, S. E. (2012). The effect of Arizona language policies on Arizona Indigenous students. Language Policy, 11, 101-118.
• Combs, M. C., DaSilva Iddings, A. C., & Moll, L. C. (2012). In the Arid Zone: Drying out Educational Resources for English Language Learners through Policy and Practice. Urban Education, 47(2), 495-514.
• Combs, M. C., Rabin, N., & Gonzalez, N. (2008). Understanding Plyler’s legacy: Voices from border schools. Journal of Law and Education, 37(1), 15-82.
• Combs, M. C., & Evans, C. (2005). Bilingualism for the children: Implementing a dual language program in an English only state. Educational Policy Journal, 37(1), 701-728.
• Combs, M. C., & Lynch, L. (1988). English Plus: A positive language policy. English Today, 4(4), 36-42.

Presentations

• Combs, M. C. (2015, August). Communities as Linguistic Resources Across the Americas: A symposium honoring the Legacy of Richard Ruiz: Linguistic Diversity and Empowerment Frameworks: Honoring the Scholarly Contributions of Richard Ruiz.. VI International Symposium on Bilingualism and Bilingual Education in Latin America. Lima, Perú, August 14, 2015.. Lima, Peru: nternational Symposium on Bilingualism and Bilingual Education in Latin America.
• Combs, M. C. (2015, February). Crafting and Negotiating a Department Statement on Social Justice. Neag School of Education. Storrs, Connecticut: Neag School of Education.
• Combs, M. C. (2015, March). How Arizona’s Restrictive Language Policies Affect Indigenous Students and Tribal Sovereignty.. TESOL International Conference. Toronto, Canada: TESOL.
• Combs, M. C. (2015, October 2015). Hodge-Podge Pedagogy and “Accelerated” Language Acquisition Obsessions: English Language Learner Policies in Arizona.. National Association for Multicultural Education. New Orleans, LA: NAME.
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  Paper presentation
• Combs, M. C., & Combs, M. C. (2015, February). Reinstating De Jure Segregation and the Education of English Learners in Arizona and Connecticut.. Dos Días Para Tranforming Bilingual Education in Connecticut. New Britain, Connecticut: Central Connecticut State University.
• Combs, M. C. (2014, July). Tribal educational sovereignty and Arizona state policy: Unintended consequences – or not?. 5th Annual American Indian/Indigenous Teacher Education Conference. Flagstaff, Arizona: Northern Arizona University.
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  Co-presented with Sheilah Nicholas
• Combs, M. C. (2014, June). Soberanía educativa indígena y la política lingüística de Arizona. Combinando razón y corazón: Balance y perspectivas de la education intercultural bilingüe en América Latína. Cochabamba, Bolivia: Universidad Mayor de San Simón, Facultad de Humanidades y Ciencias de la Educación.
• Combs, M. C. (2014, November). 21st Century Apartheid: English Language Learners in Arizona Public Schools. 24th Annual Conference: Dismantling Fronteras through Multicultural Education: Con Communidad, Cariño y Coraje. Tucson, Arizona: National Association for Multicultural Education.
• Combs, M. C. (2014, November). Becoming and Being a Socially Just Department of Teaching and Learning: Encouragine a Critical Stance. 24th Annual Conference: Dismantling Fronteras through Multicultural Education: Con Communidad, Cariño y Coraje. Tucson, Arizona: National Association for Multicultural Education.
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  Co-presented with Sara Tolbert, Killi Gray, Vanessa Stevens, Jesus Jaime Diaz and Toni Griego-Jones
• Combs, M. C. (2014, November). Raza Studies: The Public Option for Educational Revolution. 24th Annual Conference: Dismantling Fronteras through Multicultural Education: Con Communidad, Cariño y Coraje. Tucson, Arizona: National Association for Multicultural Education.
  More info

  Co-presented with Andrea Romero, Nolan Cabrera, Julio Cammarota

Reviews

• Combs, M. C. (2011. Book Review: ESL, EFL & Bilingual Education (by Lynn W. Zimmerman)(pp (on-line)). New York.

Others

• Combs, M. C., & Jiménez-Castellanos, O. (2013, March). English language learners: What’s at stake for Arizona? Morrison Institute for Public Policy. Tempe: Arizona State University. Morrison Institute for Public Policy, Arizona State University.