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Mario López

Mario López
Universidad Autónoma Benito Juárez de Oaxaca
Facultad de Idiomas
Av. Universidad s/n Col. ExHacienda Cinco Señores
Oaxaca, Oaxaca
México, C.P. 68120
lopezmario@yahoo.com

 

Research Interests
Multilingual Education; Literacy; Teaching and Learning English in Mexico; Second Language Education; Applied Linguistics; Culturally and Linguistically Diverse Groups.

Education
Ph.D. Ontario Institute for Studies in Education, University of Toronto, Canada, 2006-Present
M.A. University of British Columbia, Canada, 2000
B.A. Language Center of the University of Oaxaca, Oaxaca, Mexico, 1998

Other Education
Teacher Education Program and Bilingual/ESOL Endorsement, Western Oregon University, USA, 2003
Teaching Language and Culture Certificate Program (TESL), Canadian International College, Canada, 1998

Awards/Honors
VII National Award of the Promotion of Reading, Mexico, 2006
Academic Excellence Award, Canada, 2006
PROMEP, Mexico, 2006
Ontario Graduate Studies Award (declined), Canada, 2007
Language Learning Journal Grant, 2007

Teaching Experience
Bilingual Elementary School Teacher, Colegio Vista del Valle, Oaxaca, Mexico, 2004-2005
Guest Professor, Facultad de Idiomas de la Universidad Nacional Autónoma de México, Mexico, 2002
English Transition Program Second Grade Teacher, Woodburn School District, Lincoln Elementary School, Woodburn, 2001-2003
English Teacher, Ingles Individual, Oaxaca, Mexico, 1996-1998
English Teacher, Instituto Motolinia, Oaxaca, Mexico, 1996
English and Spanish Teacher, Language Center of the University of Oaxaca, Oaxaca, Mexico, 1995

Professional Service
Assistant Professor, Universidad Autónoma "Benito Juarez" de Oaxaca, Mexico, 2005-present
English Transition Program Reading Resource Specialist and Literacy/ELD Coach, Woodburn School District, Lincoln Elementary School, Woodburn, 2003-2004
Oregon Initial Teaching License with a Bilingual/ESOL Endorsement, USA, 2003
Founder and Director, Biblioteca Infantil Bilingue OaxaCanada y Amigos, Oaxaca, Mexico, 2000-present
Graduate Peer Advisor, University of British Columbia, Canada, 1999-2000
Graduate Teaching Assistant, University of British Columbia, 1999
Volunteer Coordinator of the Oaxaca-British Columbia Exchange Program, Language Center of the University of Oaxaca, Mexico, 1997-2000
Volunteer Teaching Assistant, Lonsdale Elementary School, Canada, 1994

Publications
Lopez Gopar, M. E. (2007). El alfabeto marginante en la educación indígena: el potencial de las multilectoescrituras (The marginalizing alphabet in indigenous education: the potential of multiliteracies). Lectura y Vida: Revista Latinoamericana de Lectura (Reading and Life: Latinamerican Journal of Reading), 28 (3), 48-57.

Lopez-Gopar, M. E. (2007).Beyond the alienating alphabetic literacy: Multiliteracies in Indigenous education in Mexico. Diaspora, Indigenous and Minority Education: An International Journal, 1(3), 159-174.

Lopez-Gopar, M. E. & Caballero, J. (2007). Language Politics: Examples from Oaxaca, Mexico. Bilingual Basics: TESOL Newsletter 9 (2) (Co-author).

Lopez-Gopar, M. E. (2007). Indigenous anonymous bilingual people: Implications for teachers. Bilingual Basics: TESOL Newsletter, 9(1).

Lopez, M., & Gunderson, L. (2006). Oaxacan parents' perception of literacy. In V. Pang & R. Jimenez (Eds.), Race, ethnicity and education: Language, literacy and schooling (pp. 95-113). Wesport, CT: Praeger Publishing.

Lopez, M., & Gunderson, L. (2006). Parental views of literacy learning: A Mexican perspective. English Quarterly, 38(1), 6-13.

Lopez Gopar, M. E., Stakhnevich, J., Leon Garcia, H., & Morales Santiago, A. (2006). Teacher educators and pre-service English teachers creating and sharing power through critical dialogue in a multilingual setting. MEXTESOL Journal Special Issue: Critical Pedagogies, 30(2), 83-104.

Clemente, A., Crawford, T., Garcia, L., Higgins, M., Kissinger, D., Lengeling, M. M., Lopez Gopar, M. E. (2006). A call for a critical perspective on English teaching in Mexico: Collection of articles on reflective and critical issues on English teaching in Mexico. MEXTESOL Journal Special Issue:Critical Pedagogies, 30(2), 13-17.

Lopez Gopar, M. E. (2006). Mi viaje como promotor de la lecto-escritura (My journey as literacy promoter). Entre Lectores, Gaceta del Programa Nacional de Salas de Lecturas del CONACULTA (Between Readers, Newsletter of the National Programof Reading Halls, CONACULTA), 2(3), 15 & 19.

Lopez Gopar, M. E. (2006). Mi viaje como promotor de la lecto-escritura (My journey as literacy promoter). CONACULTA, Direccion General de Publicaciones. http://www.conaculta.gob.mx/dgp/promocion/arti.htm (Uploaded in March, 2006). Mexico.

Lopez Gopar, M. E. (2000). Oaxacan parents' perception of literacy learning. Unpublished M.A. Thesis. British Columbia, Canada: The University of British Columbia.

Lopez Gopar, M. E. (1998).Activities that should be used in a communicative approach to teach English to preschool children. Unpublished B.A. Thesis. Oaxaca, Mexico: Universidad Autónoma "Benito Juárez" de Oaxaca.

Lopez Gopar, M. E. (in press).What do Mexican parents think about literacy learning? Temas de Lingüística Aplicada, UABJO (Topics on Aplied Linguistics, UABJO), 1(1).


 

 

 
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