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My supervision philosophy is rooted in fostering transformative research and intellectual growth among emerging scholars and educators across doctoral, master's, and bachelor's levels. Drawing on critical, multimodal, and digital literacies, I guide students to develop rigorous, ethically-grounded research that advances social justice and advocacy within second and foreign language education.
My mentorship emphasizes culturally sustaining pedagogies, often informed by insights from the Global South, and leverages innovative approaches such as micro-writing to cultivate independent thinkers capable of bridging theoretical knowledge with impactful scholarly praxis. This approach aims to prepare the next generation of researchers to not only generate knowledge but also to engage in meaningful, real-world transformations. I currently work with doctoral students and undergraduates, but I have an extensive track record of past master's student supervision. |
Esteban Mauricio Vasquez Espinal, Ph.D.
Doctor in Philosophy, Universidad Pontificia Bolivariana (2024)
Dissertation: A philosophical framework for organic assessment as a transformative humanist knowledge model
Dr. Vasquez is currently an instructor at Universidad de Medellín and Universidad Pontificia Bolivariana
Doctor in Philosophy, Universidad Pontificia Bolivariana (2024)
Dissertation: A philosophical framework for organic assessment as a transformative humanist knowledge model
Dr. Vasquez is currently an instructor at Universidad de Medellín and Universidad Pontificia Bolivariana
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José Vicente Abad-Olaya, Ph.D.
Doctor in Education, Universidad Pontificia Bolivariana (2025), Summa Cum Laude Dissertation: Escritura colaborativa entre maestros formadores y en formación en los semilleros de investigación (Collaborative writing between teacher educators and pre-service teachers in research seedbeds) Dr. Abad is currently an Assistant Professor at Universidad Católica Luis Amigó, ranked as Junior Researcher by the Colombian Ministry of Science, Technology, and Innovation. |
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Luz Ely González-Humánez
Doctoral Candidate in Education, Universidad Pontificia Bolivariana Dissertation: Critical English language education (CELE): A situated collaborative didactic framework in a Northern Colombian tourist area [Expected Graduation Date: End of 2025] Ms. González-Humánez is currently a school teacher at Institucion Educativa Antonio Nariño in Montería and an adjunct professor at Universidad de Córdoba |
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Juan David Murillo-Egurrola
Doctoral Student in Education (ELT Emphasis), Universidad del Valle Dissertation: Enhancing intercultural competence through critical literacy: analyzing and producing multimodal texts [Expected Graduation Date: End of 2026] Mr. Murillo-Egurrola is currently an Assistant Professor at Universidad Católica de Oriente in Rionegro, Antioquia. |
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Carlos Enrique González-Henao
Doctoral Student in Education, Universidad Pontificia Bolivariana Dissertation: De los conceptos al significado: una perspectiva multimodal en los procesos de enseñanza aprendizaje de las ciencias en la educación básica (From concepts to meaning: A multimodal perspective in the learning-teaching processes of elementary education science) [Expected Graduation Date: End of 2027] Mr. González-Henao is currently a science teacher at a public school in Medellín. |
dissertation committees
- Edison Ferney Castrillón Ángel – Promotion of Re-Existence Literacies Through the Development of Resistance Narratives: A Critical Digital Pedagogy Practice with Preservice English Teachers. Doutorado em Letras/Linguística, Universidade Federal do Piauí (UPFI), Brazil [2024]
- Angela Yicely Castro Garcés – Developing intercultural awareness through multiliteracy practices in pre-service English teachers. Doctorado Interinstitucional en Educación, Universidad del Valle [2022]
- Adriana Gordillo Alfonso – La escritura científica en profesores universitarios colombianos. Doctorado Interinstitucional en Educación DIE, Universidad Distrital “Francisco José de Caldas” [2019]
- Maria Victoria Pardo Rodríguez – Error analysis in a written-learner corpus from Spanish speakers EFL learners: A corpus-based study. Doctorado en Lingüística, Universidad de Antioquia [2019]
- Enrique Arias Castaño – Translingüísmo y aprendizaje integrado de lengua y contenido como modelo de educación bilingüe dinámica. Doctorado en Ciencias de la Educación, RUDECOLOMBIA – Universidad Tecnológica de Pereira [2017]
- Deissy Acosta Rubiano – Prácticas sociales de lectura de formadores de docentes de inglés de la Universidad del Tolima: desarrollo de literacidades críticas y multiliteracidades. Doctorado en Ciencias de la Educación, RUDECOLOMBIA – Universidad del Quindío, [2017]
- Gloria Liliana Moreno Vizcaíno – Formación inicial de docentes en metodología a distancia en Colombia Doctorado Interinstitucional en Educación DIE, Universidad Distrital “Francisco José de Caldas” / Université de Toulouse [2016]
- Liliana del Pilar Gallego Castaño – Faculty identity and writing at university. Department of Developmental Psychology, University of Barcelona [2016]
- Juan Rodrigo Bedoya González – Desarrollo de la escucha comprensiva en una L2 mediante la enseñanza de estrategias metacognitivas. Doctorado en Educación, Universidad de Antioquia [2012]
My extensive supervision experience includes directing 17 master's theses (with two receiving honors distinctions) and 22 bachelor's theses within language education and literacy. This comprehensive body of work showcases a commitment to innovative research and pedagogical inquiry across various levels.
Master's-level projects I directed consistently explored cutting-edge areas, ranging from rethinking assessment and developing publication portfolios to fostering culturally sustaining and critical digital literacies. Students engage with contemporary themes such as gamification, multimodal communication, critical consciousness, and innovative teaching strategies using new media. At the bachelor's level, supervised theses delve into diverse and timely topics. These include the intersection of popular culture (like video games and music) with second language acquisition and literacy development, the educational applications of emerging technologies (such as livestreaming and AI), and critical analyses of pedagogical practices and media literacies. Projects also examine learning within unique contexts, reflecting practical applications of theory.
Across both levels, these projects often draw critical insights from local and international contexts, particularly from Colombian institutions, bridging theoretical knowledge with impactful, contextually relevant research.
To learn more about the master's and bachelor's theses I have directed, click the button:
Master's-level projects I directed consistently explored cutting-edge areas, ranging from rethinking assessment and developing publication portfolios to fostering culturally sustaining and critical digital literacies. Students engage with contemporary themes such as gamification, multimodal communication, critical consciousness, and innovative teaching strategies using new media. At the bachelor's level, supervised theses delve into diverse and timely topics. These include the intersection of popular culture (like video games and music) with second language acquisition and literacy development, the educational applications of emerging technologies (such as livestreaming and AI), and critical analyses of pedagogical practices and media literacies. Projects also examine learning within unique contexts, reflecting practical applications of theory.
Across both levels, these projects often draw critical insights from local and international contexts, particularly from Colombian institutions, bridging theoretical knowledge with impactful, contextually relevant research.
To learn more about the master's and bachelor's theses I have directed, click the button: