Dr. Luis Javier Pentón Herrera
Dr. Luis Javier Pentón Herrera
Coordinator, Graduate TESOL Certificate
School: Graduate School of Education and Human Development
Department: Curriculum and Pedagogy
Contact:
Luis Javier Pentón Herrera, Ph.D. served as the 38th President of Maryland TESOL from 2018 to 2019. He currently serves as Coordinator of the Graduate TESOL Certificate at The George Washington University. In addition, he serves as the Social Responsibility Interest Section (SRIS) Past Co-Chair (2022-2023) at TESOL International Association. Two of his professional accolades include the ‘30 Up and Coming Emerging Leaders in TESOL', awarded by TESOL International Association in 2016, and the J. Estill Alexander Future Leader in Literacy Award, awarded by the Association of Literacy Educators and Researchers (ALER) in 2018 when his dissertation was chosen as ALER’s 2018 Outstanding Dissertation of the Year.
Dr. Pentón Herrera’s current research projects include: exploring the language and literacy experiences of adolescent and adult Indigenous students from Latin America; exploring adolescent and adult students with limited or interrupted formal education (SLIFE); social-emotional learning (SEL), emotions, well-being, and identity in language and literacy education; and autoethnography and storytelling. His books can be found in Routledge, Springer, Brill/Sense, TESOL Press, and Rowman & Littlefield. Originally from La Habana, Cuba, Dr. Pentón Herrera enjoys creative writing, playing with his doggies Virgo and Maui, and running in his free time. To learn more about Dr. Pentón Herrera, please visit his website.
Ph.D., Concordia University Chicago
M.Ed., American College of Education
M.S., NOVA Southeastern University
M.Ed., Strayer University
B.S., University of Maryland
Pentón Herrera, L. J., Martínez-Alba, G., & Trinh, E. T. (Eds.) (2023). Teacher well-being in English language teaching: An ecological approach. Routledge.
Martínez-Alba, G., Pentón Herrera, L. J., & Hersi, A. A. (Eds.) (2022). Antiracist teacher education: Counternarratives and storytelling. Association of Teacher Educators & Rowman & Littlefield.
Martínez-Alba, G., Pentón Herrera, L. J., & Hersi, A. A. (Eds.) (2022). Antiracist teacher education: Theory and practice. Association of Teacher Educators & Rowman & Littlefield.
Pentón Herrera, L. J. (Ed.) (2022). English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices. Springer.
Yazan, B., Pentón Herrera, L. J., & Rashed, D. (2022). Transnational TESOL practitioners’ identity tensions: A collaborative autoethnography. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3130
Pentón Herrera, L. J., Trinh, E. T., & Gómez Portillo, M. J. (2022). Cultivating calm and stillness at the doctoral level: A collaborative autoethnography. Educational Studies, 58(2), 121-140. https://doi.org/10.1080/00131946.2021.1947817
Fagan, D. S., & Pentón Herrera, L. J. (2022). Supporting English learners with disabilities. The State Education Standard, 22(1), 26-31.
Fallas-Escobar, C., & Pentón Herrera, L. J. (2022). Examining raciolinguistic struggles in institutional settings: A duoethnography. Linguistics and Education, 67, 101012, 1-10. https://doi.org/10.1016/j.linged.2022.101012
Pentón Herrera, L. J., & Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. TESOL Press.
Pentón Herrera, L. J., & Trinh, E. T. (Eds.) (2021). Critical storytelling: Multilingual immigrants in the United States. Brill/Sense. https://doi.org/10.1163/9789004446182
Pentón Herrera, L. J., Fagan, D., & Lyons, S. (2021). Maryland TESOL handbook for educators of English learners. Maryland TESOL.
Pentón Herrera, L. J. (2021). “Me gustaría que habláramos también de mi cultura”: A yearlong case study of two Maya English Learners. Journal of Language, Identity and Education. Advance online publication. https://doi.org/10.1080/15348458.2021.1988606
Pentón Herrera, L. J., & McNair, R. L. (2021). Restorative and community-building practices as social justice for English learners. TESOL Journal, 12(1), 1-11. https://doi.org/10.1002/tesj.523
Pentón Herrera, L. J. (2021). An Ixil portrait: Exercising resilience amidst inequity, (dis)interest, and self-discovery. Diaspora, Indigenous, and Minority Education, 15(1), 22-33. https://doi.org/10.1080/15595692.2019.1682990