I am a former bilingual teacher, proficient in English and
Spanish. Broadly speaking, my work focuses on preparing teachers
of culturally and linguistically diverse students, equity issues
in mathematics teaching and assessment, and the intersection
between language and mathematics learning. My teaching
experience includes four years teaching bilingual students in
California and Spain, leading professional development for
teachers in China, Spain, and California, and teaching
undergraduate and graduate courses at UC, Davis. Beyond
striving to ensure that my students learn the fundamental content
of courses I teach, my objectives are twofold: to develop a
strong learning community and maintain a balance of high
challenge and high support.
Education: Language Literacy & Culture, Math
Designated Emphasis: Second Language Acquisition
Dissertation: Writing Mathematical Explanations with
Linguistically Diverse Students University of California, Davis
Bilingual Education (2010) California State University, Chico
Bilingual (Spanish, BCLAD) Multiple
Subject (2007) California State University, Chico
Liberal Studies with Bilingual Emphasis,
Spanish (2006) California State University, Chico
My research interests include exploring the relationship between
language and mathematics, teaching math to English learners and
bilingual students, mathematics class discussion, word problem
comprehension, writing mathematical explanations, issues of
equity in mathematics, and elementary teacher education.
* Co-authored with UCD credential/MA
Banes, L. C., Ambrose, R., Bayley, R., Restani,
R., & Martin, H. (2018). Mathematical classroom discussion as an
equitable practice: Effects on elementary English learners’
performance. Journal of Language, Identity, and
Athanases, S. Z., Banes, L. C., &
Wong, J. W., Martinez, D. C. (2018). Exploring linguistic
diversity from the inside out: Implications of self-reflexive
inquiry for teacher education. Journal of Teacher
*Banes, L. C., López, G., Skubal, M., &
Perfecto, L. (2017) Co-constructing Written
Explanations. Mathematics Teaching in the Middle
*MacDonald, L. & Banes, L.
C. (2017). More than words: Struggling readers’
comprehension of word problems. Journal of Teacher
Action Research, 3(3), 24-39.
*Mainini, M. & Banes, L.
C. (2017). Differentiating instruction to increase
conceptual understanding and engagement in
mathematics. Journal of Teacher Action Research.
Wong, J. W., Athanases, S. Z., Banes, L.
C. (2017). Developing as an agentive bilingual
teacher: Self-reflexive and student learning inquiry as teacher
education resources. International Journal of Bilingual
Education and Bilingualism, 1-17.
Banes, L. C., Martinez,
D., Athanases, S. Z., & Wong, J. W. (2016). Self-reflexive
inquiry into language use and beliefs: Toward more expansive
language ideologies. International Multilingual Research
Journal, 10(3), 168-187.
Athanases, S. Z., Wong, J. W., & Banes, L.
C. (2016). Self-reflexive inquiry in teacher
education for diversity: Tapping and leveraging resources for
future language teachers’ trajectories. In C. J. Craig
(Ed.), The Career Trajectories of English Language
Teachers. Oxford Studies in Comparative
Athanases, S. Z., Banes, L. C., & Wong, J.
W. (2015). Diverse language profiles: Leveraging resources
of potential bilingual teachers of color. Bilingual
Research Journal, 38(1), 65-87.
REEd is a university-based
intermediary with deep ties to the TK–12 education community
across the state. We are committed to moving research findings
into practice and building the capacity of education systems to
improve teaching and learning with the goal of reducing education
inequities. We do this by testing professional growth
systems for building capacity and using research practice
partnerships to spread and deepen this work in many districts
across the state and beyond.