Peer-Reviewed Journal Articles
Molina, S. C. (in review). Growing emerging researchers in a TESOL teacher education program: Implications for feedback practice. CATESOL Journal.
Reimer, J., Ouellette-Schramm, J. & Molina, S. (in review). Reflective practices and experiences of teaching English as a foreign language (TEFL) Teachers: A constructive-developmental study. Teaching and Teacher Education.
Molina, S. & Spencer, J. (in press). 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.
Spencer, J. & Molina, S. (2018) Mentoring graduate students through the action research journey using guiding principles. Educational Action Research, 26 (1), 144-165.
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. (2015). Transnational English language teaching: Opportunities for teacher learning and development. English Language Teacher Education and Development, 18, pp. 20-28.
Molina, S.C. & Manasse, M. (2015) Mentor text 2: Supporting community college ESOL students find voice through scaffolded reading opportunities. CATESOL Journal, 27 (2), pp. 281-301.
Molina, S. C. (2015). Mediating teacher learning through dialogical learning spaces integrated in a TESOL practicum experience. Journal of Teaching and Teacher Education, 3 (1), pp. 75-88.
Molina, S. C. (2013). The Value of Meaning-Making and Cultural Knowledge for Teachers Working in Culturally and Linguistically Diverse Contexts. Journal of Teaching and Teacher Education, Vol. 1(1), pp. 1-16.
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), 220-244.
Molina, S. C. (2013). Family, school, community engagement and partnerships: An area of continued inquiry and growth. Teaching Education, 24 (2), 235-238.
Molina, S. & Lattimer, H. (2013). Defining global education. Policy Futures in Education. 11 (4), 414-422.
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. (2008) A homeless refugee. Tidepools: A journal of ideas, Vol. 22. Oceanside, CA: Mira Costa College Press.
Quezada, R., Alexandrowicz, A., & Molina, S. (2015). Family, school, community engagement, and partnerships: Theory & Practice. London: Routledge.
Molina, S. (2014). Stories of human values. Charleston, SC: Create Space (Self-publication used for English language teaching in two villages surrounding Bangalore, India).
Molina, S. (2014). Teaching English in local and global contexts: A guidebook for beginning teachers in TESOL. Charleston, SC: Create Space (Self-publication used by TESOL teacher training programs in the U.S., Mexico, and online).
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. Charleston, SC: Create Space (Self-publication used by TESOL teacher training programs in the U.S., Mexico, and online).
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. El Mar Corporation, Los Angeles, CA.
Contribution to Peer-Reviewed Journal Article
Abeywickrama, P., Santos, M, & Olsher, D. (2015). Reflecting on the practicum: An invitation to continue the conversation. CATESOL Journal, 27 (2), pp. 239-248.
Molina, S. C. (forthcoming 2019). Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program. In Advocacy in English Language Teaching and Learning (pp.) Routledge.
Molina, S. C. (2018). Mediating teacher candidates sense of agency in response to policy and curricula planning in a community-based English language program. Agentive Responses to Language Planning and Policy. Routledge Critical Studies in Multilingualism.
Molina, S. C. (2017). English as an international language case study. Contribution to chapter in Preparing teachers to teach English as an International Language. Matsuda, A. (Ed.) Multilingual Matters.
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.
Molina, S. C. (December, 2018). Enhancing global consciousness: Inviting our international student voices into our communities of practice. ACPA Foundation. Link
Molina, S. C. (September, 2018). Shifting the paradigm in the era of world Englishes: What teacher leaders need to know. Global Ed Leadership.org. Link
Molina, S. C. (December, 2016). Developing reflective practitioners through action research in TESOL. Teacher Education Interest Newsletter. International TESOL Organization. Link
Molina, S.C. (May, 2015). Navigating social responsibility alongside migrant workers in an ESOL classroom. Social Responsibility Special Interest Newsletter. International TESOL Organization. Link
Molina, S.C. (September, 2014). Growing up as a global nomad: Problematizing nativeness in an era of World Englishes. NNEST Newsletter: The Newsletter of the Nonnative English Speakers in TESOL. International TESOL Organization. Link
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, International TESOL organization. Link
Molina, S. C. (2007) Creating classroom community: Activities for a computer lab. Great ideas for teaching, 3. Oceanside, CA: Mira Costa College Press.
Article Manuscripts in Progress
Molina, S. C. Growing emerging researchers in a TESOL teacher education program: Implications for feedback practice.
Molina, S. C. Navigating the complex practice of mediating teacher candidate learning in a TESOL teacher education program.
Book Chapter Manuscripts in Progress
Molina, S. C. Creating authentic contexts for transnational learning and teaching in TESOL teacher education.
Molina, S. C. Building bridges as a global nomad: Negotiating identities, negotiating meaning in TESOL.
Book Manuscripts in Progress
Molina, S. C. The conscious educator: Rediscovering the purpose of education as expounded by eastern and western philosophical, intellectual and wisdom traditions.
Molina, S. C. The conscious language teacher:Bringing criticality in our work with migrants, immigrants, refugees, international, and transnational student populations.
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.
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. Edited by Julian Edge and Steve Mann http://newsmanager.commpartners.com/tesolteis/issues/2013-04-08/8.html