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Pacheco, Mark

Mark Pacheco HeadshotAssistant Professor
School of Teaching and Learning

College of Education
University of Florida
2-289, Norman Hall
P.O. Box 117048
Gainesville, FL 32611
Phone Number: 352-273-4234
Fax Number: 352-392-9193

Research Biography

Dr. Pacheco is an Assistant Professor of ESOL (English for Speakers of Other Languages) and Bilingual Education. His research interests include the language and literacy practices of emerging bilingual students and how teachers can support these practices. He is currently part of three research projects that investigate 1) how bilingual students strategically translate texts to support their language and literacy, 2) how newcomer bilingual students are supported across a middle-grades context, and 3) how pre-service and in-service teachers learn to support their students’ multilingualism.


Ph.D. in Learning, Teaching, and Diversity, 2016
Vanderbilt University’s Peabody College of Education

M.S. in Teaching English to Speakers of Other Languages, 2009
The City College of New York

B.A. in Italian and English, 2006
Georgetown University and Universitá di Firenze

Key Professional Appointments

Assistant Professor of ESOL/Second Language Education, School of Teaching and Learning, University of Florida, 2018 – Present

Assistant Professor of Bilingual/Bicultural Education, School of Teaching and Learning, Illinois State University, 2016 – 2018

ESL, Spanish, and English Teacher, High School of Fashion Industries, New York, NY, 2007 – 2011

Adolescent & Adult ESL Teacher, The Lado Institute, Washington, D.C; TASIS, England; EF Dil Okulu, Istanbul, 2006 – 2008

Activities and Honors

Vanderbilt’s Otto C. Bassler Dissertation Award for Outstanding Research, 2016

National Council of Teachers of English Alan C. Purves Award for Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language, with Robert Jiménez, Samuel David, Lisa Pray, Vicki Risko, and Mark Gonzalez, 2015

AERA Division C Outstanding Poster Award Finalist for Composing Multilingual, Multimodal eBooks: A Study of the Digital Design Practices of Emerging Bilingual/Biliterate Prekindergarteners, with Debbie Rowe and Mary Miller, 2014


Urban Course Redesign for Bilingual and ESL Methods, Illinois State University. $4000.

Co-chair (H.S. Kang, R. Shively, M. Jadallah, Co-chairs). Multilingualism and Interdisciplinary Scholarship Invited Speaker Series. College of Arts and Sciences, Illinois State University. $6500.

Co-Principal Investigator (S. David, R. Jiménez, Co-PIs). SLATE (Strategic Language Approaches for Teachers of English learners).  Peabody Research Office.  $7,175.

Selected Publications

Journal Articles

Pacheco, M. B. (2018). Spanish, Arabic and “English-only”: Making meaning across languages in two classroom communities.  TESOL Quarterly. 

Smith, B. E., Pacheco, M. B., & de Almeida, C. R. (2017). Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages. Journal of Second Language Writing, 36, 6-22.

Daniel, S., & Pacheco, M. B. (2016). Translanguaging practices and perspectives of four multilingual teens. Journal of Adolescent & Adult Literacy, 59(6), 653-663.

Pacheco, M. B., David, S., & Jiménez, R. T. (2015). Translating pedagogies: Leveraging students’ heritage languages in the literacy classroom. Middle Grades Research Journal, 10(1), 49-63.

Pacheco, M. B., & Miller, M. E. (2015). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69, 533-537.

Pacheco, M. B. & Smith, B. E. (2015). Across languages, modes, and identities: Bilingual adolescents’ multimodal codemeshing in the literacy classroom. Bilingual Research Journal, 38(3), 292-312.

Jiménez, R. T., David, S., Fagan, K., Risko, V. J., Pacheco, M., Pray, L., & Gonzalez, M. (2015). Using translation to drive conceptual development for students becoming literate in English as an additional language. Research in the Teaching of English, 49(3), 248-271.

Pacheco, M. B., & Goodwin, A. P. (2013). Putting two and two together: Middle school students’ problem-solving strategies of unknown words. Journal of Adolescent & Adult Literacy, 56(7), 541-553.

Chapters in Books

Pacheco, M. B., Smith, B. E., & +Carr, S. (in press). “Sounding funny” and making sense: A case study of one bilingual student’s use of language and technology in an English-centric classroom. In K. M. Brinegar, L. M. Harrison, & E. Hurd. (Eds). Equity and cultural responsiveness in the middle grades. Charlotte, NC: Information Age Publishing.

Rowe, D.W., Miller, M. E., & Pacheco, M. B. (2014). Preschoolers as digital designers: Composing dual language eBooks. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings.