Brenda Sarmiento-Quezada

• Ph.D. — Culture, Language and Literacy, University of Texas at San Antonio (2022)
• M.P.A. — Public Policy and Analysis, Bush School of Government and Public Service, Texas A&M University, College Station, Texas (2011)
• B.A. — Political Science, French (Minor), Texas A&M University, College Station, Texas (2008)
• A.A. — International Studies, San Antonio College, San Antonio, Texas (2008)

• 2022 – Present
  Assistant Professor, Language and Literacy
  Purdue University, West Lafayette, IN
• 2018 – 2022
  Senior Graduate Research Assistant, Mathematics and Language Literacy Integration (MALLI)
  Department of Bilingual-Bicultural Studies
  The University of Texas at San Antonio, San Antonio, TX
• 2016-2018
  Instructor
  Department of Bilingual-Bicultural Studies
• The University of Texas at San Antonio, San Antonio, TX
  2013-2016
  Bilingual/Dual Language Teacher
  San Antonio Independent School District, San Antonio, TX

• 2024 Seed for Success Acorn Award
• 2022 Concha Delgado-Gaitan Presidential Fellow, Council for Anthropology and Education (CAE), American Anthropological Association (AAA)
• 2016-2022 Doctoral Fellowship / Bicultural-Bilingual Studies University of Texas at San Antonio
• 2018 Mexico Center Educational Research Fellowship
• 2015 Segal AmeriCorps Education Award
• 2014 “Rising STAR” teacher of the year / Bonham Academy, San Antonio ISD
• 2011 The Joe R. and Teresa Lozano Long/Heep Fellowship
• 2011 The George and Barbara Bush Fellowship
• 2010 Bush School Foundation Scholarship

President (Faculty), Latino Faculty and Staff Association (LaFaSA), Purdue University (2024–present)

• American Educational Research Association (AERA)
• National Association for Bilingual Education (NABE)
• American Association of Applied Linguistics (AAAL)
• National Council of Teachers of Mathematics (NCTM)

• Sarmiento-Quezada, B., & Solís, J. (2025). Tracing translanguaged voices in bilingual teacher narratives. International Journal of Multicultural Education, 27(1), 163–189. https://doi.org/10.18251/ijme.v27i1.4805
• Sarmiento-Quezada, B. (2024). “To keep nuestra cultura”: Math, language, and the importance of bilingual spaces for bilingual and Latinx parents. In M. Gort (Ed.), Mathematics instruction in dual language classrooms. Information Age Publishing.
• Solís, J. L., Sarmiento-Quezada, B., & Martin Corredor, L. (2024). “Ahora ya sé qué hacer”: How translanguaging mediates bilingual teacher candidate reflections and teaching of mathematics. In M. Gort (Ed.), Mathematics instruction in dual language classrooms. Information Age Publishing.
• Wright, W. E., Sarmiento-Quezada, B., & Chap, V. (in press). Language and education policies and practices in the multilingual nation of the United States of America. In M. M. Kretzer, S. Makoni, & R. H. Kaschula (Eds.), Global perspectives on language policy and planning. Brill.
• Sarmiento-Quezada, B., Zanelli, D., & Wright, W. E. (in press). The science of reading: Impacts and implications for multilingual learners. In L. C. Oliveira & Y. Xu (Eds.), Multilingual education in global contexts: An essential guide for teachers. Information Age Publishing.
• Sarmiento-Quezada, B. (in press). Creando culturas de paz: Language, higher education, and the embajador journey of a displaced Syrian student in México. In S. Christiansen & Z. Tian (Eds.), Decolonizing academic writing through translingualism: Walking the talk. Routledge.
• Sarmiento-Quezada, B. (2021). “Es porque tienen ganas de aprender”: How a teacher creates a learning environment to help Syrian displaced students adapt and learn Spanish in Mexico. In D. S. Warriner & E. Green (Eds.), Refugee education across the lifespan.

• Talk Now, Tech Later: A Family-Centered Pilot for Bilingual AI in Early Mathematics Learning (Purdue College of Education Small Research Grant, 2025–2026). Principal Investigator: Brenda Sarmiento Quezada.
• Exploring Language and Storytelling to Support Emergent Bilingual and Monolingual Students’ Shape Composition (Purdue College of Education Small Research Grant, 2023–2024). Co-Principal Investigator: Brenda Sarmiento Quezada (with Dr. Laura Bofferding).