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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 (EBs) and how teachers can support these practices. He is currently part of three research projects that investigate 1) how EBs strategically translate texts to support their language and literacy development, 2) how EBs participate in biology classrooms, and 3) how EBs engage in digital multimodal composition.


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


Co-Principal Investigator (2020 – 2023) Responsive Instruction for Emergent Bilingual Learners in Biology Classrooms. National Science Foundation – DRK12 program (DRL 2010153) $1,120,163

Co-Principal Investigator (2018 – 2021) Project TRANSLATE. Lyle Spencer Research Award. $955,090.

Principal Investigator (2018-2019) Project RISE: Responsive Instruction in Science Education. University of Florida College Research Incentive Fund. $38,705.

Selected Publications

Smith, B. E., & Pacheco, M. B. (2020). Emergent bilingual students and digital multimodal composing: A systematic review of research in secondary classrooms. Reading Research Quarterly.

Pacheco, M. B., Daniel, S., Pray, L., & Jimenez, R. T. (2019). Translingual practice, strategic participation, and meaning-making.  Journal of Literacy Research, 51(1), 75-99.

Pacheco, M. B., Kang, H. S., & Hurd, E. (2019). Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences. Bilingual Research Journal, 42(2), 194-213.

Pacheco, M. B. (2018). Spanish, Arabic and “English-only”: Making meaning across languages in two classroom communities.  TESOL Quarterly, 52(4), 995-1021.

Pacheco, M. B., Daniel, S. M., & Pray, L. (2017).  Scaffolding practice: Supporting emerging bilinguals’ academic language use in two classroom communities.  Language Arts, 95(2), 63-76.

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(5), 533-537.