Grants
International Opportunity Grant, 2015, 2018, 2019, 2020
Faculty Research Grant, 2017
Impact Linda Vista Initiative Grant, 2016
This program was designed in partnership with Linda Vista Kindergarten Readiness Network, Mulvaney Center for Community Awareness and Social Action, and Montgomery Middle School.
Agape Education, Ltd., 2016
“TESOL Training Academy”
SOLES Global Grant Awards for Publications with International Themes
Inoue, N. & Molina, S. C. (2011). Lost in translation: Strategies Japanese language learners use in communicating culturally specific expressions in English. CATESOL Journal, 22 (1).
Molina, S. C. & Lattimer, H. (2012). Defining global education. Policy Futures in
Education. Volume 11(4).
Molina, S. C. (2013). Romanticizing culture: Teacher’s perceptions of the role of culture in the education of culturally and linguistically diverse students. CATESOL Journal, 24 (1).
Molina, S. C. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL” Island TEFL & Eastern Printing PCL.
Molina, S. C. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development Journal.
Molina, S. C. (2016). The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4 (1), pp. 61-69.
Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response. Ng, P. & Boucher-Yip (Eds.) Routledge.
Grant Involvement
“Mapping Multilingualism: Black Students Access, Enrollment, & Equity in Dual Language Programs in Gentrifying Cities” in collaboration with Dr. Reka Barton.
Spencer Foundation. $75,000. Pending
Schools are positioned as an extension of the amenities available in urban cities (McGhee & Haynes, 2022). Morales and Maravilla (2020) contend that this surge and expansion of dual language programming and its popularity is correlated to the value-add deemed by English-speaking, primarily White and middle-class families. As Black multilingual educators, we witness these ventures or progressive linguistic practices exist with harmful consequences, including the exclusion and displacement of Black students. Major urban cities across the country have experienced significant changes to its demographic makeup, appearance, and amenities, however these changes infrequently are marketed or made available to longstanding residents. When these cities are altered, students who remain in these newly gentrified communities face learning spaces that have also shifted with the arrival of gentrifying families. Although Black multilingual students exist and excel across their full linguistic repertoires, they are often erased from the literature and landscapes of dual language education. Just as Black families are being displaced from their communities due to gentrification, they are being limited in expanding their linguistic capital via dual language education. Utilizing critical race spatial analysis, this study seeks to explore the phenomenon that exists at the crux of gentrification and dual language education.
“Pakistan Teaching Excellence and Achievement (TEA) Program Support”
Not funded. $150,000-$250,000
This project’s goal was to strengthen English language learning by improving the capacity of Pakistani educators. The objectives were: (1) participants share their U.S. exchange experiences with their peers, colleagues, and students; (2) participants adapt their own curriculum to incorporate lessons, principles, and concepts learned during TEA; and (3) participants share what they learned in TEA with English-language professional colleagues, thereby influencing pedagogy in their schools and home communities.
“Impact Linda Vista Grant Initiative”
University of San Diego
This small grant amount by the Linda Vista Grant Initiative provided support for my work in bringing English language programs for adult learners in the community.
“Forging global education connections between teacher education and K-12 education.”
Longview Foundation. $22,000. Awarded 2009
In collaboration with Dr. Heather Lattimer, this project aimed to connect with schools in the San Diego area with a globally focused curriculum, overseeing videotaping of lessons, editing videos for the website, and publishing an article on global education.
“Teaching Excellence and Achievement Program. Proposal.”
Submitted to IREX August, 2012
In collaboration with Dean Paula Cordeiro and colleagues across SOLES in developing workshops for fellows related to supplementary English classes during their stay here. If awarded, my responsibilities would have included providing a technology orientation, setting up a facebook page and overseeing the delivery of English instruction by a team of TESOL graduates or second year students.
- Awarded for research on holistic education in India.
- Awarded for research on cross-cultural educational research in Japan.
- Awarded for research on English language teaching in Thailand and China.
- Awarded for research on Toogolawa School in Australia (postponed due to COVID)
Faculty Research Grant, 2017
- Awarded for research on mediating teacher reflection through developmental feedback.
Impact Linda Vista Initiative Grant, 2016
This program was designed in partnership with Linda Vista Kindergarten Readiness Network, Mulvaney Center for Community Awareness and Social Action, and Montgomery Middle School.
- Molina, S. C. “Creating a sustainable English as a Second Language program for parents in the Linda Vista Community”
Agape Education, Ltd., 2016
“TESOL Training Academy”
- Trained 14 English teachers from China on second language acquisition theories and historical and contemporary methods of teaching English.
SOLES Global Grant Awards for Publications with International Themes
Inoue, N. & Molina, S. C. (2011). Lost in translation: Strategies Japanese language learners use in communicating culturally specific expressions in English. CATESOL Journal, 22 (1).
Molina, S. C. & Lattimer, H. (2012). Defining global education. Policy Futures in
Education. Volume 11(4).
Molina, S. C. (2013). Romanticizing culture: Teacher’s perceptions of the role of culture in the education of culturally and linguistically diverse students. CATESOL Journal, 24 (1).
Molina, S. C. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL” Island TEFL & Eastern Printing PCL.
Molina, S. C. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development Journal.
Molina, S. C. (2016). The complexity of providing feedback when teachers and students speak different varieties of English: A case study. Journal of Teaching and Teacher Education, 4 (1), pp. 61-69.
Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response. Ng, P. & Boucher-Yip (Eds.) Routledge.
Grant Involvement
“Mapping Multilingualism: Black Students Access, Enrollment, & Equity in Dual Language Programs in Gentrifying Cities” in collaboration with Dr. Reka Barton.
Spencer Foundation. $75,000. Pending
Schools are positioned as an extension of the amenities available in urban cities (McGhee & Haynes, 2022). Morales and Maravilla (2020) contend that this surge and expansion of dual language programming and its popularity is correlated to the value-add deemed by English-speaking, primarily White and middle-class families. As Black multilingual educators, we witness these ventures or progressive linguistic practices exist with harmful consequences, including the exclusion and displacement of Black students. Major urban cities across the country have experienced significant changes to its demographic makeup, appearance, and amenities, however these changes infrequently are marketed or made available to longstanding residents. When these cities are altered, students who remain in these newly gentrified communities face learning spaces that have also shifted with the arrival of gentrifying families. Although Black multilingual students exist and excel across their full linguistic repertoires, they are often erased from the literature and landscapes of dual language education. Just as Black families are being displaced from their communities due to gentrification, they are being limited in expanding their linguistic capital via dual language education. Utilizing critical race spatial analysis, this study seeks to explore the phenomenon that exists at the crux of gentrification and dual language education.
“Pakistan Teaching Excellence and Achievement (TEA) Program Support”
Not funded. $150,000-$250,000
This project’s goal was to strengthen English language learning by improving the capacity of Pakistani educators. The objectives were: (1) participants share their U.S. exchange experiences with their peers, colleagues, and students; (2) participants adapt their own curriculum to incorporate lessons, principles, and concepts learned during TEA; and (3) participants share what they learned in TEA with English-language professional colleagues, thereby influencing pedagogy in their schools and home communities.
“Impact Linda Vista Grant Initiative”
University of San Diego
This small grant amount by the Linda Vista Grant Initiative provided support for my work in bringing English language programs for adult learners in the community.
“Forging global education connections between teacher education and K-12 education.”
Longview Foundation. $22,000. Awarded 2009
In collaboration with Dr. Heather Lattimer, this project aimed to connect with schools in the San Diego area with a globally focused curriculum, overseeing videotaping of lessons, editing videos for the website, and publishing an article on global education.
“Teaching Excellence and Achievement Program. Proposal.”
Submitted to IREX August, 2012
In collaboration with Dean Paula Cordeiro and colleagues across SOLES in developing workshops for fellows related to supplementary English classes during their stay here. If awarded, my responsibilities would have included providing a technology orientation, setting up a facebook page and overseeing the delivery of English instruction by a team of TESOL graduates or second year students.