Dr. Hernando-Lloréns’ scholarship, situated at the intersection of critical language and race studies, teacher education, and curriculum studies, addresses ongoing histories of educational exclusion regarding multilingual children of color in the U.S. and internationally. Specifically, it examines the production of linguistic and racial diversity as an educational “problem” that elicits different social and pedagogical “solutions” in different historical moments. Her research brings postcolonial, post-foundational, and historical lenses to questions of multilingual education situated not only in the classroom, but in policy, educational sciences, and popular culture. Dr. Hernando-Lloréns’ new research project takes an historiographical approach to examine how the bilingual child of color emerged as a subject/object of scientific scrutiny and as a subject of educational intervention in the first decades of the 20^th century in the U.S.

On top of her publication record, her dissertation received the AERA’s Outstanding Dissertation Award (Div. B) and Exemplary Work from Promising Scholars Award (Div. D) and was granted the competitive Social Science Research Council’s Dissertation Proposal Development Fellowship.

As a certified K-12 public school Spanish and ESL teacher, she taught Spanish and Heritage Spanish at the Middle and High School level in Kansas and has been a teacher educator for more than 10 years.