Dr.  Jorge  Solís 

Assistant Professor

Bicultural-Bilingual Studies

Office: MB 3.216 C | Main Campus

Phone: 210-458-5575

Email: jorge.solis@utsa.edu


Dr. Jorge L. Solis is an Assistant Professor in the
Department of Bicultural-Bilingual Studies in the College of Education and
Human Development at the University of Texas at San Antonio. He holds a PhD in
Language, Literacy, and Culture from the University of California, Berkeley and
an A.B. in Public Policy from Stanford University.
His research interests include the development of academic
literacy practices with second-language learners, preparing novice bilingual
teachers, tensions and adaptations of classroom learning activity, and
understanding the academic transitions of older, school-age language minority
students.  He is currently collaborating on two related projects
developing effective ways to integrate science-language pedagogy with elementary
and secondary school preservice teachers working with English learners and
bilingual students. He is Co-Principal Investigator of Secondary Science Teaching
for English Language and Literacy (SSTELLA). SSTELLA is a National Science
Foundation DRK-12 longitudinal study examining the impact of the
integration of second-language teaching pedagogy with
novice secondary school science teachers working with English Language Learners.
See link here for new co-authored book on SSTELLA:
As a former National Science Foundation CADRE Fellow, his
research has been funded by Spencer Foundation and Center for Latino Policy
Research. He has presented his work at the American Educational Research
Association, American Anthropological Association, National Association for
Research on Science Teaching, and National Association for Bilingual Education. 

Recently he joined as facilitator of “<span>NSF 2016 Advancing STEM Learning for All:
Sharing cutting edge work and community discourse,” May 17-23, 2016. Go here for link </span>http://stemforall2016.videohall.com/

Jorge Solís has taught education courses to undergraduates,
elementary and secondary teacher credential students, and doctoral students on
issues of bilingualism, classroom discourse, disciplinary literacy and second
language literacy, and English-language development.
Previous or current courses he teaches at UTSA:
BBL 7223: Seminar in Biliteracy & Second Language
BBL 7123: Sociocultural Contexts of Literacy. UTSA, Doctoral
BBL 6063:Research Methods in Bilingual & Second Language
BBL 5033: Bilingual Content Instruction. 
BBL 4353. Approaching to Teaching Science EC-6. UTSA,
Undergraduate bilingual teacher certification course.
BBL.3053: Foundations of Bilingual Studies. Undergraduate
bilingual teacher certification course.
Twitter: @JorgeLSolis, https://twitter.com/search?q=@JorgeLSolis&src=typd&lang=en
Website: http://utsa.academia.edu/JorgeSolis


Professor Solís is currently a lead investigator at UTSA for the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) study. SSTELLA is a 4-year National Science Foundation funded research project that focuses on studying how novice teachers learn to teach science to linguistically diverse secondary school students. SSTELLA is a collaboration with the University of California at Santa Cruz, The University of Arizona, and Arizona State University. The versatility and rigor of his scholarly work allows him to bridge distinct areas of research and disciplinary traditions including research on emergent bilinguals, science and language integration, language socialization processes and methods, academic bi/literacy across content areas, and in-service and preservice teacher education. Dr. Solís writes about language and bi/literacy practices in diverse classroom settings and about the intersection of language and content pedagogies. He draws from several research traditions including language socialization and second language socialization, classroom discourse and interaction studies, and cultural-historical theory. Dr. Solis uses social-cultural theoretical perspectives of language socialization and development to analyze the interplay between language pedagogy, content and language learning, educational policy, and teacher development. In addition to his own original research examining the ideology of educational transitions for emergent bilingual students, Dr. Solis has co-authored and collaborated on four current and past longitudinal studies funded by the National Science Foundation (Science Instruction For All, Effective Science Instruction for English Language Learners), the Institute of Education Studies (Integrating Science and Diversity Education: A Pre-Service Model), and the U.S. Department of Education (English Language and Literacy Integration in Subject Areas). His dissertation and graduate student research through the University of California, Berkeley (UCB) focused on San Francisco Bay area schools and communities. Dr. Solis extends these investigations during his post-doctoral research at the University of California, Santa Cruz (UCSC) by studying rural, suburban and urban classrooms in northern, central and southern California. His ongoing research on novice teacher education aims to understand how beginning teachers can take up more authentic sociocultural and disciplinary approaches that use language and literacy practices to advance content comprehension in linguistically diverse classrooms. Fifteen years of research involving in-service and pre-service teachers in K-12 classrooms have focused on science instruction with emergent bilinguals across varied language programs (Baquedano-López, Solís, and Kattan, 2005; Bravo, Mosqueda, Solís, and Stoddart, 2014; Solis, Bravo, and Mosqueda, 2017; Solís, Kattan, and Baquedano-López, 2009).   His recent work in San Antonio expands on these studies by examining secondary school contexts (Solís and Bunch, 2016; Tolbert, Stoddart, Lyon, and Solis, 2014). Through this research, Dr. Solis contributes new ways of studying language and content learning processes in the classroom through empirical and theoretical re-examination of pedagogical approaches in culturally and linguistically diverse classrooms. As complex and dynamic contexts, classrooms are difficult to typify as they often reflect and fulfill broader social ideologies and policies.   Dr. Solis has authored 15 journal and chapter publications and 36 peer-reviewed scholarly presentations which reflect his sustained scholarly interest in drawing from varied theoretical and methodological perspectives that provide insight into the sociocultural processes driving classroom learning for emergent bilinguals. Much of this work reflects collaborative and longitudinal scholarly work with colleagues throughout California and more recently in Arizona and Texas. Moreover, this work involves the use of varied methodologies and research designs including exploratory, ethnographic research and quasi-experimental, interventionist research designs.

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Upcoming Events

8th Annual Texas Higher Education Symposium

August 3-4, 2017

TIME: 8 am - 5 pm

LOC: Other


Austin, Texas

2017 TACUSPA Fall Annual Conference

October 1-3, 2017

TIME: 8 am - 5 pm

LOC: Other

BLDG: Renaissance Richardson, 900 E. Lookout Drive, Richardson, Texas 75082

Texas AEYC 53rd Annual Conference

October 19-21, 2017

TIME: 7:00 a.m.

LOC: Other


Hyatt Regency San Antonio, 123 Losoya St, San Antonio, TX 78205

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