Publications
Peer-Reviewed Journal Articles
Molina, S. C. & Bhoruah, P. B. (in review). Transforming minds, engaging hearts: Developing critical consciousness through trauma-informed, asset-based approaches. TESOL Journal.
Molina, S. C. (2024). Theorizing a humanizing pedagogy of love. Awareness: New Horizons in Human Excellence. 1(1), 27-29.
Jiminez-Luque, A., Molina, S. C., & Martinez, R. (2023). Transforming organizational culture & enacting social justice in praxis through the decolonization of cultural artifacts in higher education spaces. Journal of Higher Education Policy and Leadership Studies, 4(4), 8-30. http://johepal.com/article-1-527-en.html
Molina, S. C. (2022). Reducing Colonial Harm in Language Teaching: A Guide to Critical Self-Reflexive Practices for Language Teachers. CATESOL Journal, 33(1). http://www.catesoljournal.org/wp-content/uploads/2022/08/CJ33-1_Molina.pdf
Molina, S. C. (2021). Growing emerging researchers in a TESOL teacher education program: Implications for feedback practice. CATESOL Journal, TESOL, 32(1), 145-159. http://www.catesoljournal.org/wp-content/uploads/2023/09/CJ32-1-11_Molina.pdf
Molina, S. & Spencer, J. (2020). Feedback sessions as mediation spaces: Empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice. Educational Action Research, 28(2), 258-274. https://doi.org/10.1080/09650792.2018.1564685
Ouellette-Schramm, J. & Molina, S. C. (2019). Developmentally Distinct Experiences among Novice Teachers Reflecting on Teaching English as a Foreign Language (TEFL). Journal of Reflective Practice, 20(6), 732-744. https://doi.org/10.1080/14623943.2019.1690983
Spencer, J. & Molina, S. C. (2018). Mentoring graduate students through the action research journey using guiding principles. Educational Action Research, 26(1), 144-165. https://doi.org/10.1080/09650792.2017.1284013
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), 61-69. http://dx.doi.org/10.12785/jtte/040107
Molina, S. C. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development, 18, 20-28. http://www.elted.net/uploads/7/3/1/6/7316005/elted_vol_18_paper_3_sarina_chugani_molina.pdf
Molina, S. C. (2015). Mediating teacher learning through dialogical learning spaces integrated in a practicum experience. Journal of Teaching and Teacher Education, 3(1), 57-70. http://dx.doi.org/10.12785/jtte/030107
Molina, S.C. & Manasse, M. (2015) Mentor texts squared: Supporting community college ESOL students find voice through scaffolded reading opportunities. CATESOL Journal, 27(2), 281-301. http://www.catesoljournal.org/wp-content/uploads/2015/12/CJ27.2_molina.pdf
Molina, S. (2013). The value of meaning-making and cultural knowledge for teachers working in culturally and linguistically diverse contexts. Journal of Teaching and Teacher Education, 1(1), 1-16. http://dx.doi.org/10.12785/jtte/010101
Molina, S. C. (2013). Romanticizing culture: Teachers’ perceptions of the role of culture in the education of culturally and linguistically diverse students. CATESOL Journal, 24(1), 220-244. http://www.catesoljournal.org/wp-content/uploads/2014/06/cj24_molina.pdf
Molina, S. C. (2013). Family, school, community engagement and partnerships: An area of continued inquiry and growth. Teaching Education, 24(2), 235-238. https://doi.org/10.1080/10476210.2013.786894
Molina, S. & Lattimer, H. (2013). Defining global education. Policy Futures in Education. Volume 11(4), 414-422. http://dx.doi.org/10.2304/pfie.2013.11.4.414
Inoue, N. & Molina, S. (2011). Lost in Translation: Strategies Japanese Language Learners Use in Communicating Culturally Specific L1 Expressions in English. CATESOL Journal, 22(1), 149-166. http://www.catesoljournal.org/wp-content/uploads/2014/06/CJ22_inoue.pdf
Books
Sanathanam, B., Naidu, S., & Molina, S. C. (2024). The Inner Journey of Educators. SSS University for Human Excellence, Karnataka, India. ISBN Number: 978-81-959833-2-2
Kalyanpur, M. Boruah, P., Molina, S. C. & Shenoy, S. (2023) English Language Education and Education for All: Social inequality and schooling challenges in the Indian context. Routledge, English Language Education and Social Inequality. https://doi.org/10.4324/9781003125488
Quezada, R., Alexandrowicz, A., & Molina, S. (2015). Family, school, community engagement, and partnerships: Theory & Practice. London: Routledge.
Molina, S. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. CreateSpace Independent Publishing Platform. 337 copies sold globally
Molina, S. (2014). English for global citizens. Bangkok, Thailand: Eastern Printing PLC.
Molina, S. C. (2013). Linguistics for teaching English in multilingual classrooms: An introduction to fundamental concepts with practical strategies. CreateSpace Independent Publishing Platform.
Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke. Los Angeles, CA: El Mar Corporation.
Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke: Teacher’s manual. Los Angeles, CA: El Mar Corporation.
Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke: Student workbook. Los Angeles, CA: El Mar Corporation.
Book Chapters
Molina, S. C. (2021). Examining global Englishes and the decolonization of English language teaching in a post-colonial context. In A. F. Selvi & B. Yazan (Eds.) Language Teacher Education for Global Englishes: A practical resource book. Routledge Advances in Teaching English as an International Language Series.
Molina, S. C. (2020). “I’m from foreign”: Reconstructing transnational identity and positionality as an ESOL educator. In S. Canagarajah, B. Yazan & R. Jain (Eds.) Transnational Identities, Pedagogies, and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners. Bristol: Multilingual Matters.
Molina, S. C. (2020). Creating authentic contexts for transnational language learning and teaching in TESOL teacher education: Online ELT for Kenyan youth. In A. Ahmed & O. B. Barnawi (Eds.). TESOL Teacher Education for a Transnational World. Routledge.
Molina, S. C. (2019). Mediating teacher candidate sense of agency in response to policy and curricula planning in a community-based English language program. In G. Glasgow & J.Bouchard (Eds. ) Agentive Responses to Language Planning and Policy (pp. 125-146). New York, NY: Routledge Critical Studies in Multilingualism.
Molina, S. C. (2019). Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program. In H. Linville & J. Whiting (Eds.) Advocacy in English Language Teaching and Learning (pp. 57-70). New York, NY: Routledge.
Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response (pp.7-25). Ng, P. & Boucher-Yip (Eds.) New York, NY: Routledge.
Molina, S. C. (2017). English as an international language case study. Contribution to a chapter in Preparing teachers to teach English as an International Language. Matsuda, A. (Ed.) Multilingual Matters. (This chapter is a collection of lessons from several colleagues around the world who are using the English as an International Framework in their courses).
Commissioned Book Proposal Reviews
Multilingual Leadership in TESOL Routledge
Commissioned Book Reviews
Molina, S. C. (2022). Review of Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners (New Perspectives on Language and Education), by R. Jain, B. Yazan, & S. Canagarajah. Multilingual Matters. ISBN 978-1-78892-751-2.
Molina, S. C. (2019). Review of The Routledge international handbook of language education policy in Asia (Routledge International Handbooks), by A. Kirkpatrick & A. J. Liddicoat. New York, NY: Routledge. ISBN 978-1-138-95560-8.
Professional Blogs
Molina, S. C. (September, 2020). Cultivating critical consciousness in teacher candidates within a community-based English language program. Global Ed Leadership.org. https://globaledleadership.org/2020/09/01/cultivating-critical-consciousness-in-teacher-candidates-within-a-community-based-english-language-program/
Molina, S. C. (December, 2018). Enhancing global consciousness: Inviting our international student voices into our communities of practice. ACPA Foundation. https://myacpa.org/
Molina, S. C. (September, 2018). Shifting the paradigm in the era of world Englishes: What teacher leaders need to know. Global Ed Leadership.org. https://globaledleadership.org/2018/09/04/shifting-the-paradigm-in-an-era-of-world-englishes-what-school-leaders-need-to-know/
Peer-Reviewed Newsletter Articles published by TESOL International Organization
Molina, S. C. (December, 2016). Developing reflective practitioners through action research in TESOL. Teacher Education Interest Newsletter. TESOL International Association. http://newsmanager.commpartners.com/tesolteis/issues/2016-11-29/3.html
Molina, S. C. (May, 2015). Navigating social responsibility alongside migrant workers in an ESOL classroom. Social Responsibility Special Interest Newsletter. TESOL International Association. http://newsmanager.commpartners.com/tesolsris/issues/2015-05-19/4.html
Molina, S. C. (September, 2014). Growing up as a global nomad: Problematizing nativeness in an era of World Englishes. The Newsletter of the Nonnative English Speakers in TESOL. TESOL International Association. http://newsmanager.commpartners.com/tesolnnest/issues/2014-09-09/6.html
Molina, S. C., Lagedrost, J. M., & Sundmacher, D. (2012) Scaffolding second language writing instruction for international students in a graduate level TESOL program in the United States: An action research study. Second Language Writing News Interest Section. TESOL International Association. http://newsmanager.commpartners.com/tesolslwis/issues/2012-11-20/2.html
Book Reviews for the International TESOL Association
Molina, S. C. (December, 2014). Critical theory in practice for English language teaching. HEIS Newsletter: The Newsletter for Higher Education in TESOL Interest Section, TESOL International Association. http://newsmanager.commpartners.com/tesolheis/print/2014-12-04/4.html
Molina, S. C. (March, 2013). Review of teaching grammar: What really works. Second Language Writing News: The Newsletter of the Second Language Writing Interest Section. TESOL International Association. http://newsmanager.commpartners.com/tesolslwis/issues/2013-03-04/6.html
Molina, S. C. (April, 2013). Review of innovations in pre-service education and training for English language teachers. The Newsletter of the Teacher Education Interest Section. TESOL International Association. http://newsmanager.commpartners.com/tesolteis/issues/2013-04-08/8.html
Manuscripts in Progress
Packer, E. & Molina, S. C. Japanese lesson study to deepen teacher candidate understanding about instructional practice: A case study. (Article)
Molina, S. & Meyers, E. Using authentic classroom cases in TESOL Teacher Education Classrooms. (Article)
Molina, S. C. Critically Conscious Educator: Humanizing English language education through a pedagogy of love. (Book)
Molina S. C. & Spencer, J. Healing the heart: Tending to the inner worlds of social justice warriors. (Book)
Molina, S. C. & Bhoruah, P. B. (in review). Transforming minds, engaging hearts: Developing critical consciousness through trauma-informed, asset-based approaches. TESOL Journal.
Molina, S. C. (2024). Theorizing a humanizing pedagogy of love. Awareness: New Horizons in Human Excellence. 1(1), 27-29.
Jiminez-Luque, A., Molina, S. C., & Martinez, R. (2023). Transforming organizational culture & enacting social justice in praxis through the decolonization of cultural artifacts in higher education spaces. Journal of Higher Education Policy and Leadership Studies, 4(4), 8-30. http://johepal.com/article-1-527-en.html
Molina, S. C. (2022). Reducing Colonial Harm in Language Teaching: A Guide to Critical Self-Reflexive Practices for Language Teachers. CATESOL Journal, 33(1). http://www.catesoljournal.org/wp-content/uploads/2022/08/CJ33-1_Molina.pdf
Molina, S. C. (2021). Growing emerging researchers in a TESOL teacher education program: Implications for feedback practice. CATESOL Journal, TESOL, 32(1), 145-159. http://www.catesoljournal.org/wp-content/uploads/2023/09/CJ32-1-11_Molina.pdf
Molina, S. & Spencer, J. (2020). Feedback sessions as mediation spaces: Empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice. Educational Action Research, 28(2), 258-274. https://doi.org/10.1080/09650792.2018.1564685
Ouellette-Schramm, J. & Molina, S. C. (2019). Developmentally Distinct Experiences among Novice Teachers Reflecting on Teaching English as a Foreign Language (TEFL). Journal of Reflective Practice, 20(6), 732-744. https://doi.org/10.1080/14623943.2019.1690983
Spencer, J. & Molina, S. C. (2018). Mentoring graduate students through the action research journey using guiding principles. Educational Action Research, 26(1), 144-165. https://doi.org/10.1080/09650792.2017.1284013
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), 61-69. http://dx.doi.org/10.12785/jtte/040107
Molina, S. C. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development, 18, 20-28. http://www.elted.net/uploads/7/3/1/6/7316005/elted_vol_18_paper_3_sarina_chugani_molina.pdf
Molina, S. C. (2015). Mediating teacher learning through dialogical learning spaces integrated in a practicum experience. Journal of Teaching and Teacher Education, 3(1), 57-70. http://dx.doi.org/10.12785/jtte/030107
Molina, S.C. & Manasse, M. (2015) Mentor texts squared: Supporting community college ESOL students find voice through scaffolded reading opportunities. CATESOL Journal, 27(2), 281-301. http://www.catesoljournal.org/wp-content/uploads/2015/12/CJ27.2_molina.pdf
Molina, S. (2013). The value of meaning-making and cultural knowledge for teachers working in culturally and linguistically diverse contexts. Journal of Teaching and Teacher Education, 1(1), 1-16. http://dx.doi.org/10.12785/jtte/010101
Molina, S. C. (2013). Romanticizing culture: Teachers’ perceptions of the role of culture in the education of culturally and linguistically diverse students. CATESOL Journal, 24(1), 220-244. http://www.catesoljournal.org/wp-content/uploads/2014/06/cj24_molina.pdf
Molina, S. C. (2013). Family, school, community engagement and partnerships: An area of continued inquiry and growth. Teaching Education, 24(2), 235-238. https://doi.org/10.1080/10476210.2013.786894
Molina, S. & Lattimer, H. (2013). Defining global education. Policy Futures in Education. Volume 11(4), 414-422. http://dx.doi.org/10.2304/pfie.2013.11.4.414
Inoue, N. & Molina, S. (2011). Lost in Translation: Strategies Japanese Language Learners Use in Communicating Culturally Specific L1 Expressions in English. CATESOL Journal, 22(1), 149-166. http://www.catesoljournal.org/wp-content/uploads/2014/06/CJ22_inoue.pdf
Books
Sanathanam, B., Naidu, S., & Molina, S. C. (2024). The Inner Journey of Educators. SSS University for Human Excellence, Karnataka, India. ISBN Number: 978-81-959833-2-2
Kalyanpur, M. Boruah, P., Molina, S. C. & Shenoy, S. (2023) English Language Education and Education for All: Social inequality and schooling challenges in the Indian context. Routledge, English Language Education and Social Inequality. https://doi.org/10.4324/9781003125488
Quezada, R., Alexandrowicz, A., & Molina, S. (2015). Family, school, community engagement, and partnerships: Theory & Practice. London: Routledge.
Molina, S. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. CreateSpace Independent Publishing Platform. 337 copies sold globally
Molina, S. (2014). English for global citizens. Bangkok, Thailand: Eastern Printing PLC.
Molina, S. C. (2013). Linguistics for teaching English in multilingual classrooms: An introduction to fundamental concepts with practical strategies. CreateSpace Independent Publishing Platform.
Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke. Los Angeles, CA: El Mar Corporation.
Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke: Teacher’s manual. Los Angeles, CA: El Mar Corporation.
Molina, S. C. (2003). Visual English: A fun way to learn English with karaoke: Student workbook. Los Angeles, CA: El Mar Corporation.
Book Chapters
Molina, S. C. (2021). Examining global Englishes and the decolonization of English language teaching in a post-colonial context. In A. F. Selvi & B. Yazan (Eds.) Language Teacher Education for Global Englishes: A practical resource book. Routledge Advances in Teaching English as an International Language Series.
Molina, S. C. (2020). “I’m from foreign”: Reconstructing transnational identity and positionality as an ESOL educator. In S. Canagarajah, B. Yazan & R. Jain (Eds.) Transnational Identities, Pedagogies, and Practices in English Language Teaching: Critical Inquiries from Diverse Practitioners. Bristol: Multilingual Matters.
Molina, S. C. (2020). Creating authentic contexts for transnational language learning and teaching in TESOL teacher education: Online ELT for Kenyan youth. In A. Ahmed & O. B. Barnawi (Eds.). TESOL Teacher Education for a Transnational World. Routledge.
Molina, S. C. (2019). Mediating teacher candidate sense of agency in response to policy and curricula planning in a community-based English language program. In G. Glasgow & J.Bouchard (Eds. ) Agentive Responses to Language Planning and Policy (pp. 125-146). New York, NY: Routledge Critical Studies in Multilingualism.
Molina, S. C. (2019). Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program. In H. Linville & J. Whiting (Eds.) Advocacy in English Language Teaching and Learning (pp. 57-70). New York, NY: Routledge.
Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response (pp.7-25). Ng, P. & Boucher-Yip (Eds.) New York, NY: Routledge.
Molina, S. C. (2017). English as an international language case study. Contribution to a chapter in Preparing teachers to teach English as an International Language. Matsuda, A. (Ed.) Multilingual Matters. (This chapter is a collection of lessons from several colleagues around the world who are using the English as an International Framework in their courses).
Commissioned Book Proposal Reviews
Multilingual Leadership in TESOL Routledge
Commissioned Book Reviews
Molina, S. C. (2022). Review of Transnational identities and practices in English language teaching: Critical inquiries from diverse practitioners (New Perspectives on Language and Education), by R. Jain, B. Yazan, & S. Canagarajah. Multilingual Matters. ISBN 978-1-78892-751-2.
Molina, S. C. (2019). Review of The Routledge international handbook of language education policy in Asia (Routledge International Handbooks), by A. Kirkpatrick & A. J. Liddicoat. New York, NY: Routledge. ISBN 978-1-138-95560-8.
Professional Blogs
Molina, S. C. (September, 2020). Cultivating critical consciousness in teacher candidates within a community-based English language program. Global Ed Leadership.org. https://globaledleadership.org/2020/09/01/cultivating-critical-consciousness-in-teacher-candidates-within-a-community-based-english-language-program/
Molina, S. C. (December, 2018). Enhancing global consciousness: Inviting our international student voices into our communities of practice. ACPA Foundation. https://myacpa.org/
Molina, S. C. (September, 2018). Shifting the paradigm in the era of world Englishes: What teacher leaders need to know. Global Ed Leadership.org. https://globaledleadership.org/2018/09/04/shifting-the-paradigm-in-an-era-of-world-englishes-what-school-leaders-need-to-know/
Peer-Reviewed Newsletter Articles published by TESOL International Organization
Molina, S. C. (December, 2016). Developing reflective practitioners through action research in TESOL. Teacher Education Interest Newsletter. TESOL International Association. http://newsmanager.commpartners.com/tesolteis/issues/2016-11-29/3.html
Molina, S. C. (May, 2015). Navigating social responsibility alongside migrant workers in an ESOL classroom. Social Responsibility Special Interest Newsletter. TESOL International Association. http://newsmanager.commpartners.com/tesolsris/issues/2015-05-19/4.html
Molina, S. C. (September, 2014). Growing up as a global nomad: Problematizing nativeness in an era of World Englishes. The Newsletter of the Nonnative English Speakers in TESOL. TESOL International Association. http://newsmanager.commpartners.com/tesolnnest/issues/2014-09-09/6.html
Molina, S. C., Lagedrost, J. M., & Sundmacher, D. (2012) Scaffolding second language writing instruction for international students in a graduate level TESOL program in the United States: An action research study. Second Language Writing News Interest Section. TESOL International Association. http://newsmanager.commpartners.com/tesolslwis/issues/2012-11-20/2.html
Book Reviews for the International TESOL Association
Molina, S. C. (December, 2014). Critical theory in practice for English language teaching. HEIS Newsletter: The Newsletter for Higher Education in TESOL Interest Section, TESOL International Association. http://newsmanager.commpartners.com/tesolheis/print/2014-12-04/4.html
Molina, S. C. (March, 2013). Review of teaching grammar: What really works. Second Language Writing News: The Newsletter of the Second Language Writing Interest Section. TESOL International Association. http://newsmanager.commpartners.com/tesolslwis/issues/2013-03-04/6.html
Molina, S. C. (April, 2013). Review of innovations in pre-service education and training for English language teachers. The Newsletter of the Teacher Education Interest Section. TESOL International Association. http://newsmanager.commpartners.com/tesolteis/issues/2013-04-08/8.html
Manuscripts in Progress
Packer, E. & Molina, S. C. Japanese lesson study to deepen teacher candidate understanding about instructional practice: A case study. (Article)
Molina, S. & Meyers, E. Using authentic classroom cases in TESOL Teacher Education Classrooms. (Article)
Molina, S. C. Critically Conscious Educator: Humanizing English language education through a pedagogy of love. (Book)
Molina S. C. & Spencer, J. Healing the heart: Tending to the inner worlds of social justice warriors. (Book)