Carmina Makar Martin

Academic professional with 20 years of experience in higher education. Expertise in pedagogical practice, project management and diverse student populations.

• President’s Award for Excellence in Community Service, Columbia University
• Dean’s Grant for Doctoral Research, Teachers College Columbia University
• Fulbright Fellow
• Brockmann Fellow
• Ford Foundation Fellow

Selected   Publications

Makar, C., Mercier, S., Withers, A. (2024). Bridging Home and School. Researcher Commentary.  In T. Kleyn, V. Hunt, A. Jaar, R. Madrigal & C. Villegas (Ed.), Lessons from a Dual Language Bilingual School: Celebrando una década de Dos Puentes Elementary (pp. 97-99). Bristol, Blue Ridge Summit: Multilingual Matters.

Makar,   C. (2022). Bilingual Teachers Engage: Poetic Inquiry as a Site for Languaging   Dilemmas in Octu, B and Borjian, M. Remaking Remaking Multilingualism a Translanguaging Approach. Multilingual   Matters. Bristol.

Makar,   C. & Valdiviezo, L. (2021). Education in Mexico. Oxford Bibliographies.   Oxford  University Press.

Makar, C. (2016). Uncovering   Language Policy in Higher Education: Reflections from the

Classroom. Bellaterra Journal of Teaching & Learning Language &   Literature

(BJTLLL).   9(2), 6-13.

Cortina,   R., Makar., & Mount Cors, M.F. (2015). Dual language as a social   movement: putting languages on a level playing field. Current Issues in Comparative Education,  Teachers College, Columbia University. 17(1), 5-16.

Kleyn,   T., Lopez, D., & Makar, C. (2015). What about bilingualism? a critical   reflection on the edTPA with teachers of emergent bilinguals. Bilingual Research Journal. 37(3),   1- 34.

Lopez,   D. & Makar, C. (2015). The Common Core and the bilingual classroom:   findings from a New York City case study. New York Academy of Public Education Journal (4),   7- 11.

Makar,   C. (2014). Bilingual Education as a discursive practice in the New York   Spanish Spelling Bee. Journal   of Bilingual Education Research and Instruction.

Makar, C. (2010). Repensando la Educación Transnacional: El caso del   PROBEM. Revista   Reflexion Educativa(4), 22, 135-142.

Makar, C. (2008). Matrices de Aprendizaje para la Animación Sociocultural. Revista de la Universidad de Guadalajara. UDG-Guadalajara.

Makar, C. (2012). Building   Communities through Bilingual Education: The Case of Asociación Tepeyac de   New York. In Garcia, O., Zakharia, Z. and Octu, B. (Eds) Bilingual Community Education and Multilingualism: Beyond   Heritage Languages in a Global City.   Multilingual Matters. Bristol.

Cortina, R., De la Cruz, I., & Makar, C. (2012). School   Trajectories for Mexican Immigrant Youth in New York City in Sawyer &   Jensen (Eds) Regarding   Educación: Mexican-American Schooling, Immigration, and Bi-national   Improvement.   Teachers College Press: New York.

García,   O., Makar, C., Starcevic, M. & Terry, A. (2011). The translanguaging of   Latino kindergartners. In Rothman, J. and Potowski, K. Bilingual Youth: Spanish in English speaking societies. John Benjamins, pp. 33-55.

Garcia,   O., López, D., & Makar, C. (2010). Latin America. In Fishman, J. and   Garcia, O. (Eds.), Handbook   of Language and Ethnic Identity, Second Edition. New York: Oxford University Press.

Makar, C. (2003). Aprendizaje significativo y espacios museográficos. En   Orozco G. & Medina D. (Eds.) El Museo como mediador pedagógico. Trompo Mágico, Jalisco, México.