Jorge L. Solís
Office: MB 3.302 D
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 “NSF 2016 Advancing STEM Learning for All: Sharing cutting edge work and community discourse,” May 17-23, 2016. Go here for link 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 Literacy
BBL 7123: Sociocultural Contexts of Literacy. UTSA, Doctoral course.
BBL 6063:Research Methods in Bilingual & Second Language Studies.
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
Professor Solís is currently 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
The study is a collaboration with the University of California at Santa Cruz, The University of Arizona, and Arizona State University.
Jorge 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.
Areas of Specialization / Interests
Academic Transitions of ELLs
Classroom Discourse & Learning
Classroom Observation Methods
Equalizing Pedagogy & Education Policy
Language Socialization and Development
Literacy & Biliteracy
Language & Content Integration
Responsive Teacher Education Reform
Jorge Solis uses social-cultural theoretical perspectives of language socialization and development to analyze the interplay between language pedagogy, content and langauge learning, educational policy, and teacher development. In addition to his own original research examining the ideology of educational transitions for ELL students, Jorge 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 Diversity Education: A Pre-Service Model), and the U.S. Department of Education (English Language and Literacy Integration in Subject Areas).
Jorge Solís' research draw from three distinct projects.
- His dissertation study on academic transitions of older, school-age English language learners. Jorge Solís' dissertation study, entitled Theorizing Educational Transitions: English Language Learners (ELLs) across Academic Settings was an ethnographic, discourse analytic study that concentrated on the academic and posited transitions of elementary and secondary school ELLs.
- Collaborations with UC Berkeley’s Laboratory for the Study of Interaction and Discourse in Educational Research (L-SIDER). His collaborations with L-SIDER made original contributions in understanding the role of language in classroom activity. This work proposes a new theory and method to understand the everyday improvisational and shifting nature of curricular end-goals in diverse language settings described as “Adaptations”.
- Research activities testing the viability of promoting more language responsive pedagogy in content areas with novice teachers. Much of this works focuses on reforming the integration of effective science-language pedagogy for mainstream and bilingual pre-service multiple-subject credential students.
Download Jorge L. Solís's Vita: Download Here
March 30 – April 1, 2017
TIME: 8 am - 6 pm
Sheraton Georgetown Texas Hotel & Conference Center in Georgetown, Texas
March 30, 2017
TIME: 8 am - 5 pm
California State University, San Bernardino
Thursday, March 30, 2017
TIME: 1:00 PM
LOC: Main Campus