1. No category

Francisco Ramos, Ph.D.
School of Education
Loyola Marymount University
1 LMU Drive, suite 2649
Los Angeles CA 90045
Ph# 310 / 338 – 4515
e-mail: [email protected]
EDUCATION
Ph.D., Language, Literacy, and Learning.
2000
University of Southern California, Rossier School of Education. Title VII Doctoral Fellowship from the
Office of Bilingual Education and Minority Learning Language Affairs (OBEMLA).
Dissertation: Teachers’ beliefs about native language instruction for language minority students: A crosssectional study (Chair: Robert Rueda). 2nd Place Winner of the 2nd Dissertation Competition of the
Bilingual Education Research Special Interest Group, American Educational Research Association.
M.A., TESOL.
1995
California State University Los Angeles. 1994 California Teachers’ Association Scholarship for
members/dependents.
Licenciatura en Filosofía y Letras. Sección: Filología Inglesa.
Universidad de Zaragoza, Spain.
1985
Diplomatura en Profesorado de E.G.B. Especialidad: Lengua Española e Idiomas Modernos.
Escuela Universitaria de Formación del Profesorado de Soria, Spain.
1982
CREDENTIALS AND CERTIFICATES
2002
Sheltered Instruction Observation Protocol Trainer of Trainers Institute.
2000
Administrative Credential.
California State University Dominguez Hills.
1998
Certificate of Proficiency in English.
University of Cambridge, England.
1995
California Clear Multiple Subject Teaching Credential.
Authorizes holder to teach grades K-12 and adults.
1994
Curso de Formación de Profesores de Español para Extranjeros.
Authorizes holder to teach Spanish as a Second or Foreign Language to foreigners.
1990
Bilingual Certificate of Competence-Spanish.
Authorizes holder to teach ELs in Spanish as well as ESL in grades K-12 and adults.
1989
California Basic Educational Skills Test.
California Education Code requirement prior to first teaching credential.
1
1986
Certificado de Aptitud Pedagógica.
Universidad de Zaragoza, Spain.
Authorizes holder to teach in public high and vocational schools in Spain.
UNIVERSITY EXPERIENCE
2012-Present
Professor, Loyola Marymount University, Los Angeles.
Department of Elementary and Secondary Education. Courses taught: Theories of second
language acquisition (graduate and undergraduate students); Methods in English Language
Development and Specially Designed Academic Instruction in English (for elementary as
well as secondary school settings) (graduate and undergraduate students).
2007-2012
Associate Professor, Loyola Marymount University, Los Angeles.
Department of Language and Culture in Education. Courses taught: Theories of second
language acquisition (graduate and undergraduate students); Methods in English Language
Development and Specially Designed Academic Instruction in English (for elementary as
well as secondary school settings) (graduate and undergraduate students); Bilingualism,
Cognition and Identity.
2003-2007
Assistant Professor, Loyola Marymount University, Los Angeles.
Bilingual/Bicultural and Second Language Acquisition Programs, Teacher Education
Department. Courses taught: Theories of second language acquisition (graduate and
undergraduate students), Methods in English Language Development and Specially
Designed Academic Instruction in English (for elementary as well as secondary school
settings) (graduate and undergraduate students).
2001-2003
Assistant Professor, Florida International University, Miami.
TESOL Department, School of Education. Courses taught: Curriculum Development for
ESL, Methods of teaching ESL, Issues in ESOL.
2002
Instructor, Loyola Marymount University, Los Angeles.
Summer semester. Courses taught: Education and Politics.
2001
Instructor, Loyola Marymount University, Los Angeles.
Spring and Summer semesters. Courses taught: Language Policies in Education.
1999
Instructor, California State University Fullerton.
Fall semester. Courses taught: Strategies for Academic Competence across the Curriculum.
1998-1999
T.A. / R.A. for Dr. Stephen Krashen, University of Southern California
Fall and Spring semesters.
1998
Instructor, California State University Fullerton.
Fall semester. Courses taught: Multicultural Education.
K - 12 EXPERIENCE
2000-2001
Categorical Programs/Bilingual Coordinator.
Cohasset Street School, LAUSD.
2
1997-2000
Bilingual Coordinator.
Rosemont Avenue School, LAUSD.
1989-1997
Bilingual teacher.
Sheridan Street School, LAUSD.
1988-1989
High school English teacher.
Instituto Comte de Rius, Tarragona, Spain.
1988-1989
English teacher.
European Social Fund, Instituto Comte de Rius, Tarragona, Spain.
1987-1988
Business English Teacher.
Chamber of Commerce, Soria, Spain.
1986-1988
High school English teacher.
Colegio Nuestra Señora del Pilar, Soria, Spain.
AWARDS, GRANTS, AND DISTINCTIONS
2014
Summer Research Grant for Continuing Faculty.
Loyola Marymount University.
2012
Summer Research Grant for Continuing Faculty.
Loyola Marymount University.
2011-2016
Fulbright Specialist Roster Candidate.
2011
Patricia Walsh Grant.
Center For Teaching Excellence, Loyola Marymount University.
2010
Keynote speaker.
VI National Conference for Teachers of English, Universidad Pedagógica Nacional
Francisco Morazán. Tegucigalpa, Honduras.
2010
English Language Specialist, Department of State, American Embassy, Tegucigalpa,
Honduras, in collaboration with the Universidad Pedagógica Nacional Francisco
Morazán.
Workshop leader with English professors at the UPNFM.
2010
Summer Research Grant for Continuing Faculty.
Loyola Marymount University.
2008-2010
Spencer Foundation Grant.
$18,600 for study entitled: “Improving the Preparation of First Year Catholic School
Teachers Through Self-Reflection.” (Re# 200900125)
2008-2009
Patricia Walsh Grant.
Center For Teaching Excellence, Loyola Marymount University.
3
2009
Summer Research Grant for Continuing Faculty.
Loyola Marymount University.
2008
Rick Sullivan Award.
California Association of Teachers to Speakers of Other Languages (CATESOL).
2008
Summer Research Grant for Continuing Faculty.
Loyola Marymount University.
2007
Summer Research Grant for Continuing Faculty.
Loyola Marymount University.
2006
40th Annual Convention Professional Development Scholarship.
Teachers of English to Speakers of Other Languages (TESOL).
Summer Research Grant for Continuing Faculty.
Loyola Marymount University.
2006
2005
Keynote speaker.
Annual meeting of the United Teachers of Los Angeles Bilingual Education Committee.
2005
Summer Research Grant for New Faculty.
Loyola Marymount University.
2003
Florida International University Foundation Internal Research Award.
2001
Second place winner, 2nd Dissertation Competition Award of the Bilingual
Education Research Special Interest Group.
American Educational Research Association.
1995-1998
Latino Honor Society.
University of Southern California.
1995-1998
Title VII Doctoral Fellowship.
Office of Bilingual Education and Minority Language Affairs (OBEMLA).
1993-1995
California Teachers Association (CTA) Scholarship.
Member/Dependent Scholarship Program.
BOOKS
Ramos, F., & Ruiz-Omeñaca, J.V. (2010). La educación física en centros bilingües: Del establecimiento de
una línea pedagógica a la elaboración de propuestas de acción. Sevilla, Spain: Wanceulen.
PUBLICATIONS – REFEREED
Ramos, F., & Krashen, S. (2013). Arnold's advantages: How Governor Schwarzenegger acquired English
through de facto bilingual education. International Multilingual Research Journal, 7, 220-229.
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Ramos, F. (2012). Exploring the impact of self-reflection on novice Catholic school teachers’ practices with
English Language Learners. Journal of Catholic School Studies, 84(2), 26-39.
Ramos, F. (2012). Norman Podhoretz’s attacks on bilingual education. Journal of Bilingual Education
Research & Instruction,14(1), 116-120.
Ramos, F. (2012). Steering a drifting ship: Improving the preparation of first-year Catholic school teachers
through self-reflection. Estudios Sobre Educación, 22, 73-91.
Ramos, F., & Ruiz, J.V. (2011). La educación física en centros bilingües de primaria inglés-español: de las
singularidades propias del área a la elaboración de propuestas didácticas prácticas con AICLE. Revista
Española de Lingüística Aplicada, 24, 153-170.
Ramos, F. (2009). “Why do we do this?” Reflections of a two-way immersion school principal on the roles
of parents, teachers, and her own, in the program. Estudios de Lingüística, 23, 225-240.
Ramos, F. (2009). California/Spain Visiting Teachers Program participants' opinions about the use and
effects of students' primary languages in the classroom. International Multilingual Research Journal,
3(2), 51-71.
Ramos, F. (2009). Una propuesta de AICLE para el trabajo con textos en el aprendizaje de segundos
idiomas. Porta Linguarum 12, 169-182.
Ramos, F. (2009, March). AITBA: Un modelo efectivo para el trabajo con textos en segundas lenguas.
Segundas lenguas e inmigración en red, 2, 104-122. Available at: http://letra25.com/ediciones/2Li/2li-2/
Ramos, F. (2007). Fomentando el bilingüismo en la escuela en dos contextos diferentes: Los programas
bilingües inglés-español en Estados Unidos y Andalucía. Revista Española de Educación Comparada,
13, 341-359.
Ramos, F. (2007). Opiniones de alumnos de un programa bilingüe andaluz sobre su programa y sobre el
bilingüismo.
Revista
Electrónica
de
Investigación
Educativa,
9(2).
Available
at:
http://redie.uabc.mx/vol9no2/contenido-ramos2.html.
Ramos, F. (2007). Programas bilingües y formación de profesores en Andalucía. Revista Iberoamericana de
Educación, 44, 133-146.
Ramos, F. (2007). What do parents think of two-way bilingual education? An analysis of responses. Journal
of Latinos and Education 6(2), 139-150.
Ramos, F. (2005). Spanish teachers’ opinions about the use of Spanish in mainstream classrooms before and
after their first year in California. Bilingual Research Journal 29(2), 411-433.
Ramos, F., Dwyer, E., & Pérez-Prado, A. (2004). Two-way bilingual education school principals on finding
highly-qualified two-way bilingual education school teachers: Current challenges and possible solutions.
Sunshine State TESOL Journal 3(2), 17-27.
Dwyer, E., Martínez-Pérez, L., Ramos, F., & Pérez-Prado, A. (2004). Two-way bilingual education in
Miami: Bridging public school administrator experiences to university teacher preparation programs.
Florida Educational Leadership, 5(1), 54-58.
5
Ramos, F. (2003). Filipino parents’ opinions about bilingualism and bilingual education programs: Does
information affect support? Pacific Educational Research Journal 12(1), 43-55.
Ramos, F. (2003). La enseñanza del inglés a estudiantes inmigrantes en Estados Unidos: Un breve resumen
de programas y métodos. Revista Electrónica de Investigación Educativa 5(2), 66-80.
Ramos, F., & deJong, E. (2003). Reading the fine print: Implications of English-Only initiatives for school
personnel. Florida Educational Leadership, 4(1), 13-18.
deJong, E., & Ramos, F. (2003). Current English-Only initiatives: Misconceptions and broken promises.
Sunshine State TESOL Journal, 2(1), 22-32.
Ramos, F. (2003). Pre-service teachers' attitudes toward theoretical and practical aspects of native language
instruction in the schooling of language minority students. Mosaic, 8(1), 16-20.
Ramos, F. (2002). Referéndums educativos en Estados Unidos: ¿Educación ó asimilación? Revista Española
de Educación Comparada, 8, 205-225.
Ramos, F. (2001). Teachers’ opinions about the theoretical and practical aspects of the use of native
language instruction for language minority students: A cross-sectional study. Bilingual Research
Journal, 25(3), 357-374.
Ramos, F., & Krashen, S. (1998). The impact of one trip to the public library: Making books available may
be the best incentive for reading. The Reading Teacher, 51(7), 614-615.
CONTRIBUTIONS TO PROFESSIONAL VOLUMES
Ramos, F. (2014). Algunos retos actuales y posibles alternativas en las preparatorias del sistema escolar
estadounidense. In J. Tarango y J. L. García-Rodríguez (Eds.) Modelos e iniciativas en educación
media superior. Perspectivas internacionales, (pp. 67-88). Buenos Aires, Argentina: Alfagrama
Ediciones.
Ramos, F. (2013). Richard Rodriguez, Norman Podhoretz, and Arnold Schwarzenegger: Learning English
by ”immersion.” Really? In M. S. Plakhotnik & S. M. Nielsen (Eds.). Proceedings of the 12th Annual
South Florida Education Research Conference. Miami, FL, 165-172.
Ramos, F. (Ed.) (2012). “I had no clue how tough it would become”: Novice Catholic school teachers’
reflections throughout their first year in the classroom. Los Angeles, CA: PLACE.
Ramos, F. (2011). Algunas estrategias efectivas para el trabajo con textos en segundos idiomas. En F.
Villalba y J. Villatoro (Eds.). Educación intercultural y enseñanza de lenguas, vol. I. (pp. 168-175).
Madrid, Spain: Prácticas en educación.
Ramos, F. (2011). Opiniones de maestros y profesores sobre el uso del idioma materno de sus alumnos en el
aprendizaje de segundas lenguas. En F. Villalba y J. Villatoro (Eds.). Educación intercultural y
enseñanza de lenguas, vol. I, (pp. 176-183). Madrid, Spain: Prácticas en educación.
Ramos, F. (2009). Estrategias para el trabajo con textos en la clase de idiomas. Actas del XLIII Congreso
Internacional de la Asociación Europea de Profesores de Español (pp. 285-295). Madrid, España:
Asociación Europea de Profesores de Español.
6
Ramos, F. (2006). Programas bilingües inglés-español en Estados Unidos y en España: Dos innovaciones
en la enseñanza de idiomas. Actas del XL Congreso Internacional de la Asociación Europea de
Profesores de Español (pp. 334-342). Valladolid, España: Asociación Europea de Profesores de Español.
Pérez-Prado, A., Ramos, F., Dwyer, E. & Martínez-Pérez, L. (2004). Improving teacher preparation for
bilingual programs: Listening to the practitioners. Proceedings of the BilngLatAm 2004 First
International Symposium about Bilingualism and Bilingual Education in Latin America, 257-267.
Ramos, F., & Krashen, S. (2004). The impact of one trip to the public library: Making books available may
be the best incentive for reading. In Preparing reading professionals: A collection from the International
Reading Association (pp. 289-290). Newark, DE: International Reading Association.
Ramos, F. (1999). Guess my combination! In N. Shameem & M. Tickoo (Eds.), New ways in using
communicative games in language teaching (pp. 36-37). Alexandria, VA: TESOL.
Ramos, F. (1999). Who did it? In N. Shameem & M. Tickoo (Eds.), New ways in using communicative
games in language teaching (p. 38). Alexandria, VA: TESOL.
Ramos, F. (1997). Sorry to interrupt you, but.... In M. Lewis (Ed.), New Ways of Teaching Adults (pp. 170172). Alexandria, VA: TESOL, Inc.
PUBLICATIONS – NON-REFEREED
Ramos, F. (2013). Keeping class in order. Language magazine, 12(5), 28-30.
Ramos, F. (2012). Well, of course I learned English, yet not everybody is Mauro Mújica. NABE
Perspectives, 34(3), 11-13.
Ramos, F. (2012). A critique of Ernesto Caravantes’ books. The Multilingual Educator (Conference Edition),
34-37.
Ramos, F. (2011). My home es su casa. Language Magazine. Available at
http://languagemagazine.com/?page_id=2966
Ramos, F., & Krashen, S. (2011). Success without bilingual education? Acquisition of academic language in
English through comprehensible input. NABE News, 33(4), 13-14.
Bywater, K., & Ramos, F. (2010). On Intercultural Communication (IC). CATESOL News, 41(4), 17.
Rodríguez, J.M., & Ramos, F. (2009). A conversation with Krashen. Language magazine, 8(5), 28-30.
Rodríguez, J.M., & Ramos, F. (2009). Una conversación con Stephen Krashen. Revista Electrónica de
Didáctica
del
Español
como
Lengua
Extranjera.
Available
at:
http://www.mepsyd.es/redele/Revista15/Krashen_Interv.pdf
Ramos, F. (2006). Music to our ears. Language magazine, 5(9), 24-27.
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Ramos, F. (2002, November). Heroes, villains and anti-bilingual initiatives. Hispanic Vista. Available at:
http://www.hispanicvista.com/html12/111102.htm
Ramos, F. (2002, May/June). The problems are the same: Forming reciprocal relationships with community
persons and organizations in other countries. NABE News, 25(5), 11-13.
Ramos, F. (2001, September/October). Knowledge or beliefs? Responses from students in a teacher
preparation program. NABE News, 25(1), 19-20.
Ramos, F., & Krashen, S. (2001, July/August). Easing the rows to hoe: “De facto” bilingual education in
self-reported cases of second language acquisition. NABE News, 24(6), 32-33.
Ramos, F. (2001, Spring/Summer). The not always considered importance of “de facto” bilingual education.
TESOL Bilingual Basics, 4(1), 9-10.
Herda, R., & Ramos, F. (2001). How consistently do students read during Sustained Silent Reading? A look
across the grades. California School Library Association Journal, 24(2), 29-31.
Ramos, F. (2001). El futuro de la educación bilingüe en Estados Unidos [The future of bilingual education
in the United States]. Comunidad Escolar, 670, 3.
Ramos, F. (2000). El multiculturalismo en las aulas españolas [Multiculturalism in Spanish classrooms].
Comunidad Escolar, 664, 3.
Ramos, F. (2000). Filipino parents’ attitudes toward bilingual education. NABE News, 23(6), 25-28.
Ramos, F. (1999). Two opposing views of bilingualism. TESOL Matters, 9(3), 13.
Ramos, F. (1998). The Wonder of Reading: Nonprofit organization helps school transform libraries.
Reading Today, 16(1), 10.
Ramos, F. (1998). The Unzufficient exposure hypothesis revisited. CABE Newsletter, 21(5), 12, 34.
Ramos, F. (1998). The “other” starting lineup. TESOL Matters, 8(2), 10.
Ramos, F. (1998). The HomeBase fallacy. TESOL Bilingual Basics, 1(1), 3.
Ramos, F. (1997). A Band-Aid remedy for a big injury: Bringing schools to libraries. California School
Library Journal, 21(1), 16-17.
Ramos, F., & Krashen, S. (1997). Success without bilingual education? Some European cases of de facto
bilingual education. CABE Newsletter, 20, 6-7.
Ramos, F. (1995). Inmersión y bilingüismo. Comunidad Escolar, 508, 3.
MANUSCRIPTS IN PREPARATION AND CURRENTLY UNDER REVIEW
AITBA: An effective framework to teach ELLs.
8
Ramos, F., & Shabazian, A. (in preparation). What do parents think of their children learning a minority
language and of the instructional use of minority languages with English Language Learners?
BOOK REVIEWS
Ramos, F. (2014). Discovering and developing talents in Spanish-speaking students. Journal of Latinos and
Education, 13, 80-81.
Vera, B., & Ramos, F. (2013). Change(d) agents: New teachers of color in urban schools. Journal of Latinos
and Education, 12(3), 284-285.
Ramos, F. (2013). Words were all we had: Becoming biliterate against the odds. Journal of Latinos and
Education, 12(2), 152-153.
Ramos, F. (2011). We ARE Americans: Undocumented students pursuing the American dream. Journal of
Latinos and Education, 10(2), 173-174.
Ramos, F. (2011). Forging multilingual spaces: Integrated perspectives on majority and minority bilingual
education. Language Policy, 10(1), 73.
Ramos, F. (2011). ESL/EFL & bilingual
http://www.edrev.info/reviews/rev1054.pdf
education.
Education
Review,
14.
Available
at
Ramos, F. (2011). A sophisticated introduction to Applied Linguistics. Linguistics and Education, 22, 456457.
Ramos, F. (2009). Teaching English Language Learners K-12: A quick-start guide for the new teacher.
Journal of Latinos and Education,8(2), 176-178.
Ramos, F. (2007, December). Summer reading: Program and evidence. Language Magazine, 7(4), 56.
Ramos, F. (2007, January). Writing instruction K-6: Understanding process, purpose, audience. Education
Review http://edrev.asu.edu/brief/jan07.html.
Ramos, F. (2003). Language, ethnicity, education, and identity: All make up who we are. NABE News, 27(3),
32-33.
Ramos, F. (2003). How to design and implement a two-way bilingual program. NABE News, 27(2), 28-29.
Ramos, F. (1997). Language minority students in the mainstream classroom. Journal of Adolescent & Adult
Literacy, 40, 413-415.
NEWSPAPER COLLABORATIONS
Free-lance contributor to “La Opinión” (Los Angeles) from 1997 to 2005.
9
INTERNATIONAL AND NATIONAL REFEREED CONFERENCE PRESENTATIONS
Ramos, F. (2015, March). Novice Catholic school teachers’ reflections throughout their first year in the
classroom. Presented at the 59th Annual Conference of the Comparative and International Education
Society, Washington, D.C.
Ramos, F. (2014, May). Consideraciones sobre el bilingüismo: Lengua, Cultura, Identidad. Presented at
the University of Valladolid, Soria, Spain.
Ramos, F. (2014, May). Developing well-organized lessons for second/foreign language learners.
Workshop at the College of Education, University of Granada, Spain.
Ramos, F. (2014, May). "I learned English by immersion... or not." The real English acquisition process of
Arnold Schwarzenegger. Presented at the Instituto Franklin´s American Mosaic Conference.
University of Alcala, Madrid, Spain.
Ramos, F. (2014, March). Practical Strategies for developing well-organized lessons for ELLs. Presented at
the Annual Conference of TESOL, Portland, Oregon.
Ramos, F. (2014, March). Novice Catholic school teachers’ reflections throughout their first year in the
classroom. Presented at the 58th Annual Conference of the Comparative and International Education
Society, Toronto, Canada.
Ramos, F. (2013, August). Hacia una educación preparatoria de calidad en los Estados Unidos: Retos y
posibles soluciones. Presented at the Simposium Internacional: La innovación, el futuro de la educación
media superior en México. Chihuahua, México.
Ramos, F. (2010, April). Creating well-developed lessons for English Language Learners. Presented at the
VI National Conference for Teachers of English. Tegucigalpa, Honduras.
Ramos, F. (2010, April). Practical activities and strategies to increase student involvement in class.
Presented at the VI National Conference for Teachers of English. Tegucigalpa, Honduras.
Ramos, F. (2009, April). Creating well-sequenced lessons for all kinds of students. Presented at the National
Catholic Education Association Conference. Minneapolis, Minnesota.
Ramos, F. (2009, April). Creating and developing well-sequenced lessons for all kinds of students. Presented
at the National Catholic Education Association Conference. Anaheim, California.
Ramos, F. (2008, July). Estrategias para el trabajo con textos en la clase de idiomas. Presented at the XLIII
Congreso de la Asociación Europea de Profesores de Español. Madrid, Spain.
Ramos, F. (2007, September). Visiting Spanish teachers’ opinions about L1 instruction and use. Presented at
the Spanish and the New South: An international dialog conference. Raleigh, NC.
Ramos, F. (2007, July). Aplicación de principios de aprendizaje de segundos idiomas a la lectura y el
trabajo con textos. Presented at the XLII Congreso de la Asociación Europea de Profesores de Español.
Santander, Spain.
Ramos, F. (2007, July). Estrategias para la construcción negociada del texto en el aprendizaje de segundos
idiomas. Presented at the Centro Internacional de la Cultura Escolar, Berlanga de Duero, Spain.
10
Ramos, F. (2006, December). Interculturalismo y multiculturalidad en el sistema educativo californiano.
Foro intercultural, Master en Interculturalidad de la Universidad de Valladolid. Soria, Spain.
Ramos, F. (2006, October). The presence of Spanish in US schools: Current situation and future
perspectives. Presented at the 2nd Seminar on International Spanish Academies. Miami, FL.
Ramos, F. (2006, March). El español en el sistema escolar estadounidense: Análisis del presente y
perspectivas de futuro. Presented at the Seminario Anual de Asesores Técnicos de Educación en
Estados Unidos y Canadá. San Diego, CA.
Ramos, F. (2005, July). Programas bilingües inglés-español en Estados Unidos y en España: Dos
innovaciones en la enseñanza de idiomas. Presented at the XL Congreso de la Asociación Europea de
Profesores de Español. Valladolid, Spain.
Ramos, F. (2005, March). Creating well-organized lessons for English Language Learners. Presented at the
annual meeting of TESOL. San Antonio, TX.
Ramos, F. (2004, July). El español como soporte para aprender inglés: Opiniones de maestros españoles en
California. Presented at the annual Congreso de la Asociación Europea de Profesores de Español.
Segovia, Spain.
Ramos, F. (2004, July). Referendums educativos y programas bilingues en español en Estados Unidos.
Presented at the annual Congreso de la Asociación Europea Profesores Español. Segovia, Spain.
Ramos, F. (2004, February). Finding highly qualified two-way bilingual education teachers: Current
challenges and possible solutions. Presented at the annual meeting of TESOL. Long Beach, CA.
Ramos, F. (2002, July). Inmigración, educación y bilingüismo. Presented at the annual Curso de Español
para Extranjeros organized by the Chamber of Commerce. Soria, Spain.
Ramos, F. (1999, July). La Proposición 227 y sus repercusiones sobre el español en California. Presented at
the Congreso de la Asociación Europea de Profesores de Español. Zaragoza, Spain.
Ramos, F. (1996, November). Developing First Language Literacy through Fables. Presented at the annual
meeting of the Association of Mexican American Educators, Los Angeles, CA.
Ramos, F. (1996, October). Teacher conflicts in bilingual settings: A cause analysis. Presented at the annual
meeting of the Comparative and International Education Society. Sacramento, CA.
STATE, REGIONAL, AND LOCAL CONFERENCE PRESENTATIONS
Ramos, F. (2013, May). Richard Rodriguez, Norman Podhoretz, and Arnold Schwarzenegger: Learning
English by ”immersion.” Really? Presented at the 12th Annual South Florida Education Research
Conference. Miami, FL.
Ramos, F. (2011, July). Adaptación a la diversidad lingüística y cultural de la escuela californiana.
Presented at the Spanish Resource Center Sessions, University of Southern California. Los Angeles, CA.
11
Ramos, F. (2011, May). La planificación de las clases de distintas materias del currículo en español.
Presented at the Spanish Resource Center Sessions, University of Southern California. Los Angeles, CA.
Ramos, F. (2010, November). Creating effective lessons for second language learners. Presented at La
Cosecha, 15th Annual Dual Language Conference. Santa Fe, NM.
Diaz-Rico, L., Bywater, K., Ramos, F., & Brown, M. (2010, April). Plumbing your own depths as an
intercultural educator: An affair of the heart. Presented at the California Association of Teachers to
Speakers of Other Languages (CATESOL) State Conference. Santa Clara, CA.
Bywater, K., & Ramos, F. (2010, April). Intercultural communication: What does it mean to you? How do
you use it? Presented at the California Association of Teachers to Speakers of Other Languages
(CATESOL) State Conference. Santa Clara, CA.
Ramos, F. (2010, March). ¿Qué clase de español necesitan? Repercusiones sobre la enseñanza del español
en la universidad de las políticas educativas estadounidenses. Presented at the “La enseñanza del
español en el sur de California” workshop, California State University Long Beach. Long Beach,
California.
Ramos, F. (2009, December). ¿Qué piensan los maestros del uso del idioma nativo de los estudiantes
minoritarios en el salón? Presented at the Jornada Pedagógica Internacional para la Educación Bilingüe,
Loyola Marymount University. Los Angeles, California.
Ramos, F. (2009, December). Definición de interculturalidad y sus matices. Panel participant in the Mesa
redonda sobre interculturalidad en la enseñanza del español como lengua adicional. Jornada Informativa,
Spanish Resource Center Sessions, University of Southern California. Los Angeles, CA.
Ramos, F. (2009, November). Creating well-developed lessons for second language learners. Presented at
La Cosecha, 14th Annual Dual Language Conference. Albuquerque, NM.
Ramos, F. (2008, October). Scaffolding the English acquisition process of ELLs. Presented at the California
Association of Teachers to Speakers of Other Languages (CATESOL) State Conference. Pasadena, CA.
Ramos, F. (2008, October). Scaffolding the English acquisition process of ELLs. Presented at the California
Association of Teachers to Speakers of Other Languages (CATESOL) Los Angeles Regional
Conference. Biola University, CA.
Ramos, F. (2008, April). Scaffolding the English acquisition process of ELLs. Presented at the Region IIILos Angeles County Para-educator/Parent conference of the California Association for Bilingual
Education. Pasadena, CA.
Ramos, F. (2008, April). Scaffolding the English acquisition process of ELLs. Presented at the annual
statewide CATESOL Conference. Sacramento, CA.
Ramos, F. (2008, March). Creating well-organized lessons for ELs. Presented at the annual meeting of the
California Association for Bilingual Education, San Jose, CA.
Ramos, F. (2007, June). Language acquisition and cultural diversity. Presented at the Setting Students
Success II Conference, Office of Faith Formation, Department of Catholic Schools. Orange County, CA.
Ramos, F. (2007, March). AITBA: An effective framework to teach ELs. Presented at the annual meeting of
the California Association for Bilingual Education, Long Beach, CA.
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Ramos, F. (2007, February). Posibilidades de formación y acreditación en colleges y universidades de
Estados Unidos. Presented at the Spanish Resource Center Sessions, University of Southern California.
Los Angeles, CA.
Ramos, F. (2006, March). Creating well-organized lessons for ELLs: AITBA. Presented at the annual
meeting of the California Association for Bilingual Education, San Jose, CA.
Ramos, F. (2005, March). Blaming only teachers and students: The easiest way out. Keynote speaker at the
annual meeting of the United Teachers of Los Angeles Bilingual Education Committee. LA, CA.
Ramos, F. (2005, February). Foreign teachers and primary language instruction for language minority
students: Opinions before and after their first year in California. Presented at the annual meeting of the
California Association for Bilingual Education, Los Angeles, CA.
Ramos, F. (2005, February). Finding qualified two-way bilingual teachers: Current challenges and possible
solutions. Presented at the annual meeting of the California Association for Bilingual Education. Los
Angeles, CA.
Ramos, F. (2004, November). El antes y después de la Proposición 227 en California. Presented at the
Spanish Resource Center Sessions, University of Southern California. Los Angeles, CA
Ramos, F. (2003, November). Actitudes hacia el uso del idioma nativo con estudiantes minoritarios:
Respuestas de maestros antes y después de su primer año en California. Presented at the annual Jornada
Pedagógica para la Educación Bilingüe. Loyola Marymount University. Los Angeles, CA.
Ramos, F. (2003, April). Improving the preparation of teachers wishing to work in two-way bilingual
schools: Listening to practitioners. Presented at the annual College of Education Research Conference.
Miami, FL.
Ramos, F. (2002, October). 227, 203, 31, 2 and ELLs. Presented at the 1st Fall Professional Development
Symposium, Florida International University. Miami, FL.
Ramos, F. (2002, November). Knowledge, beliefs, Proposition 227, and other people’s children. Presented at
the annual meeting of the Sunshine State TESOL. West Palm Beach, FL.
Ramos, F. (2002, October). La Proposición 227: Orígen, evolución y consecuencias. Presented at the
Programa de conferencias, Centro Español de Recursos, Consulado de España. Los Angeles, CA.
Ramos, F. (2002, March). The CALLA. Presented at the annual meeting of the United Teachers of Los
Angeles Bilingual Education Committee. Los Angeles, CA.
Ramos, F. (2002, March). Knowledge, beliefs, 227, bilingual education. Presented at the annual meeting of
the United Teachers of Los Angeles Bilingual Education Committee. Los Angeles, CA.
Ramos, F. (2002, February). ¿Qué pasó en California? Proposition 227 and its effects on TESOL. Poster
session at the Linguistics Colloquium, Florida International University. Miami, FL.
Ramos, F. (2000, March). I got model A or model B. What should I do? Presented at the annual meeting of
the United Teachers of Los Angeles Bilingual Education Committee. Los Angeles, CA.
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Ramos, F. (1999, October). Literacy, the library, and the reader: An innovative approach. Presented at the
annual meeting of the LA Regional CATESOL Conference. Los Angeles, CA.
Ramos, F. (1999, March). Application of ELD and SDAIE in the classroom. Presented at the annual meeting
of the United Teachers of Los Angeles Bilingual Education Committee. LA, CA.
Ramos, F. (1998, March). Forum on the “English for the children” initiative. Presented at the annual meeting
of the United Teachers of Los Angeles Bilingual Education Committee. Los Angeles, CA.
Ramos, F. (1997, February). Teacher conflicts in bilingual settings: A cause analysis. Presented at the annual
meeting of the California Association for Bilingual Education. San Diego, CA.
PROFESSIONAL SERVICE
EDITORIAL ACTIVITIES
2014
Chair Elect, Bilingual Education Interest Section (BEIS) TESOL.
2014
Past Editor, Bilingual Education Interest Section (BEIS) TESOL Newsletter.
2011-2014
Editor, Bilingual Education Interest Section (BEIS) TESOL Newsletter.
2013
Reviewer for Journal of Multilingual Education Research and Journal of Catholic
Higher Education.
2013
Ad-hoc reviewer for Urban Education.
2008
Member of the panel for the "Terminemos el cuento" contest, organized by the Unión
Latina, and sponsored by the Ministerio de Educación, Política Social y Deporte of
Spain and by the Secretaría General Iberoamericana, in cooperation with the Education
Office of the Consulate General of Spain and the California Department of Education.
2007-Present
Ad-hoc reviewer for the International Journal of Bilingual Education and Bilingualism
and for Porta Linguarum, University of Granada, Spain.
2006-Present
Member of the Board of Reviewers of the Revista Iberoamericana de Educación.
2004-Present
Member of the Board of Reviewers of the Revista Electrónica de Investigación
Educativa.
2005-Present
Member of the panel for the “Escribo en español” literary contest for California public
schools organized by the Education Office of the Consulate General of Spain.
NATIONAL, STATE AND LOCAL SERVICE
2015
State and National Expert Team for the revision of the Professional Standards for
Bilingual Educators P-12, New York State Association for Bilingual Education
2014
Chair Elect-Elect, Bilingual Education Interest Section, TESOL
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2006-Present
Member-at-large, Bilingual Education Interest Section, TESOL
2012
Proposal reviewer annual TESOL Conference.
2010
Proposal reviewer Annual Statewide CATESOL Conference.
2009-Present
Member of the Board of Directors, Institute for Language and Education Policy
2009-2010
Interim Vice-President, California Chapter, Institute for Language and Education Policy.
2009-2010
Co-Coordinator, CATESOL Intercultural Communication Interest Group.
2008
Proposal reviewer Annual AERA and TESOL Conferences.
2004
Program chair and proposal reviewer Los Angeles Regional CATESOL Conference.
2004-2006
Presenter, Spanish Resource Center Sessions, Education Office, Consulate of Spain.
2002-2003
Member of the Miami-Dade County Public Schools Division of Bilingual Education and
World Languages Multilingual Task Force.
UNIVERSITY SERVICE
2010-2011
Acting Chair, Department of Language and Culture in Education
2009-2010
Acting Chair, Faith and Justice Research Review Committee
2009-2011
LMU’s Faculty Senate.
2008-2010
School of Education’s Teaching, Scholarship, and Service Committee.
2005-present
University Research Committee.
2005-2006
Search Committee, Sociocultural Foundations of Education.
2005-2006
Chair, School of Education’s Integrating Theory and Practice Committee.
2006
Selection committee PLACE program.
2005
Search Committee, Educational Psychology.
2005
Selection committee Ed.D. program in Educational Leadership for Social Justice.
2003
Selection committee PLACE program.
2003-2004
LMU’s Library committee.
2002
Dean’s Grants committee member, Florida International University.
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AFFILIATIONS
2006-present
Institute for Language and Education Policy (Founding member)
2003-present
Asociación Europea de Profesores de Español
2001-2003
Miami Dade TESOL.
1995-present
Teachers of English to Speakers of Other Languages (TESOL).
1995-present
California Association of Teachers of English to Speakers of Other Languages
(CATESOL).
1995-present
California Association for Bilingual Education (CABE).
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