Developing Team
Strategies included in this work have been adapted to dual-language instructional settings
by Gladys C. Suarez, Nancy Guerra Ramirez, and Tiffani Carrillo Villegas with support from
the CAMINOS team from Zeng, Y., Kuo, L. J., Chen, L., Lin, J. A., & Shen, H. (2025).
Vocabulary instruction for English learners: A systematic review connecting theories,
research, and practices. Education Sciences, 15(3), 262.
https://doi.org/10.3390/educsci15030262
Gladys C. Suarez
gladys.suarez@wsu.edu
Nancy Guerra Ramírez
Tiffani Carrillo Villegas
About us
Gladys Suarez is currently a Biliteracy Instructional Coach for her district where she delivers job-embedded professional development to support teachers of multilanguage learners in bridgework, translanguaging pedagogy, and sheltered instructional strategies. Prior to this position, Gladys served newcomer and multilingual learners in English language development programs.
Nancy Guerra Ramírez is a multilingual student at Washington State University Tri-Cities (WSUTC) in the education program where she is completing her bilingual and English language learner endorsements. She has worked as a substitute teacher for two years, working alongside teachers and supporting multilingual students by applying the knowledge she gained from her coursework at WSUTC. Nany is also currently working as a material developer and research assistant for the CAMINOS project, where she develops science materials that focus on bridging instruction and assessments for multilingual classrooms.
Tiffani Carrillo Villegas is a bilingual student currently completing her bachelor’s degree in education at Washington State University Tri-Cities (WSUTC). Her endorsement areas are bilingual education and English language learners. She is also participating in the WSUTC Dual Language Pathway Certificate program, which provide select coursework in Spanish. Tiffani is currently working as a material developer and research assistant for the CAMINOS project, helping develop science materials in Spanish with a bridge to English to support multilingual students in the classroom. As a bilingual student herself who participated in dual language programs during her K-12 school years, Tiffani brings to this project not only her educator expertise, but also her experience and perspectives as a dual language program student.
Yuliya Ardasheva is the PI of the CAMINOS project. Her research focuses on contributions of individual differences to second language development and on the interplay between second language and academic development. Her interests include quantitative approaches to multilingual learner education programs, effective instructional techniques for accelerating language and literacy development, content-based models to support multilingual learner education.
