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Kiyomi Sánchez-Suzuki Colegrove, Ph.D.

Kiyomi Sánchez-Suzuki Colegrove
Dr. Kiyomi Sánchez-Suzuki Colegrove, Ph.D.

Office: ED 3032
Phone: (512) 245-2157  
Curriculum Vitae

Kiyomi Sánchez-Suzuki Colegrove, Ph.D. is an Assistant Professor of Bilingual and Bicultural Education at Texas State University. Her work centers on better understanding the curricular and pedagogical preferences of Latino immigrant parents and the relationship between home and school particularly in the early grades. Using video-cued ethnography, she studies how parents’ ideas, beliefs, and experiences compare across multiple schools, communities, and contexts. Her research privileges the voices and ideas of Latino immigrant parents and demonstrate ways in which administrators and policymakers can learn from them and have more reciprocal relationships. Her areas of expertise include early childhood education, immigrant parent engagement, project based learning and bilingual education. She has conducted research projects in the United States and is currently collaborating on an international comparative study with New Zealand and Australia.

Courses Taught

CI 5337 Second Language Acquisition and Development
This course addresses the theoretical foundations of first and second language learning acquisition. Central concepts in child language development with special emphasis on language-minority issues are presented and discussed. The course explores the critical factors that influence first and second language development, including the influence of sociocultural learning theory on cognition, academic achievement, instruction, assessment, and socio-emotional development. 

CI 5387 Bilingual Education Principles and Practice
This course addresses the current trends in bilingual education and elementary school practices, and objectives of the bilingual elementary school program, classroom organization, management, and procedures for meeting individual needs.


Peer-Reviewed Articles and Book Chapters:

Colegrove, K. S. S.  (2019, forthcoming). “Gracias por escucharnos”: Rethinking parents and school relationships through the power of video cued ethnography. Anthropology and Education Quarterly.


McManus, M., Payne, K., Lee, S., Sachdeva, S., Falkner, A., Colegrove, K. S. S., & Adair, J. (2019, forthcoming). Expanding video-cued multi-vocal ethnography for activist research in the civic action and learning with young children study. Anthropology & Education Quarterly.


Payne, K. A., Adair, J. K., Colegrove, K. S. S., & Falkner, A. (2019, forthcoming). Civic action and young children. Education, Citizenship and Social Justice Journal.


Colegrove, K. S. S. (2019, forthcoming). Working with diverse families. In McMullen, M., File, N., & Brown, C. The Wiley Handbook of Early Childhood Care and Education. Wiley Blackwell Publishing.   


Colegrove, K. S. S., & Zuñiga, C. (2018). Finding and enacting agency: An elementary ESL teacher’s perceptions of teaching and learning in the era of standardized testing. International Multilingual Research Journal, 12(3), 188-202.


Adair, J., Colegrove, K. S. S., & McManus, M. (2018). Troubling messages: Agency and learning in the early schooling experiences of children of Latino/a immigrants. Teachers College Record, 120(6), 1-40.


Colegrove, K. S. S.  (2018). Building bridges, not walls, between Latinx immigrant parents and schools. Bank Street Occasional Paper #39: Supporting young children of immigrants in PreK-3.  publications-policy/occasional-paper-series/archive/occasional-paper-series39/building-bridges-not-walls/


Adair, J., Colegrove, K. S. S., & McManus, M. (2017). How the word gap argument negatively impacts young children of Latinx immigrants’ conceptualizations of learning. Harvard Educational Review, 87(3), 309-334.


Colegrove, K. S. S., & Krause, G. (2017). “Lo hacen tan complicado”: Bridging the perspectives and expectations of mathematics instruction of Latino immigrant parents. Bilingual Research Journal, 40(2), 187-204.


Colegrove, K. S. S. & Adair, K. J. (2014). Countering deficit thinking: Agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood, 15(2), 122-135.


Adair, K. J. & Colegrove, K. S. S. (2014). Communal agency and social development: Examples from first grade classrooms serving children of immigrants. Asia Pacific Journal of Research in Early Childhood Education, 8(2), 69-91.