Ricardo González-Carriedo

Faculty, Teacher Education and Administration

Associate Professor

Matthews Hall 218-T

Ricardo González-Carriedo’s research interests include bilingual teacher preparation, the internationalization of teacher education programs, literacy development among second language learners, and the representation of Latino students in the media. He holds a Juris Doctor degree from the University of León in Spain and a PhD in Curriculum and Instruction from Arizona State University. Prior to his service at UNT, he worked at the University of Paris, France, for two years and was a secondary teacher in North Carolina and Arizona for 11 years.

33	González-Carriedo, R. (Accepted). Programa innovador de formación docente en la Universidad del Norte de Texas. Hacia una práctica docente justa. XVIII Congreso Nacional de Investigación Educativa.
32	González-Carriedo, R., Rivera-Figueroa, L., Rice, D., Redding, L., Mingote, N., & Ashcraft, E. (Accepted). Negotiating Language Ideologies: Pre-Service Teachers Between Pluralism and Assimilation. Bilingual Research Journal. https://doi.org/10.1080/15235882.2026.2716049
31	Gui, X. & González-Carriedo, R., Krutka, D. G. (2026) Chinese-speaking parents’ perspectives on interactive pen technology for bilingual language development in the United States. Journal of Research on Technology in Education, 1-16. https://doi.org/10.1080/15391523.2026.2661638
30	Nguyen, D., González-Carriedo, R., & Ng, M. (2026). Extensive reading outcomes for adult emergent bilinguals in a community-based ESL program. Reading in a Foreign Language, 38(1), 1-29. https://doi.org/10.64152/10125/67527
29	González-Carriedo, R., Svensson, M., Luna, G., & del Rincón, L. (2025). Empowering Latino parents through literacy: A home-school partnership. Journal of Latinos and Education, 25(3), 958-976. https://doi.org/10.1080/15348431.2025.2579231
28	Hull, D., Fagan, M., González-Carriedo, R., Boyd, R., Lemons, F., Parker, P., & Sebastian, P. (2025). Literacy skill development in bilingual learners: A quasi-experiment of small group instruction. Journal of Latinos and Education, 25(3), 833-846. https://doi.org/10.1080/15348431.2025.2569587
27	González-Carriedo, R., Ashcraft, E., Mingote, N., Redding, L., Rice, D. & Rivera, L. (2025). Language ideologies in teacher preparation programs. In V. Vinuesa Benítez & E. Nieto Moreno de Diezmas (Eds.), La enseñanza bilingüe en el siglo XXI: Innovación, investigación y práctica docente (pp. 19-31). Dykinson. https://doi.org/10.14679/4783
26	González-Carriedo, R., Anderson, A., King, K., Camacho Rodríguez, A., & Reynolds, S. (2024). Developing critical consciousness for culturally responsive teaching: An international teacher exchange program. Teacher Development, 28(5), 740-758. https://doi.org/10.1080/13664530.2024.2353591
25	Ahumada Camacho, G., González-Carriedo, R., González Hernández, D.S., Machuca Flores, S.C., & Sañudo Guerra, M.I. (2022). Superando fronteras: Equidad educativa para los estudiantes transnacionales. Bilingual Research Journal, (45)2, 242-261. https://doi.org/10.1080/15235882.2022.2096151
24	King, K., Dixon, K.V., González-Carriedo, R., & Dixon-Krauss, L. (2021). Transformation and cross-cultural adaptation of teacher candidates in an international student teaching program. Journal of Transformative Education, (20)2, 138-158. https://doi.org/10.1177/15413446211028564
23	González-Carriedo, R., Weiller, L., & Boyd, R. (2020). “¡A Saltar!” Using Movement to Enhance the Development of Bilingualism. NABE Journal of Research and Practice. https://doi.org/10.1080/26390043.2019.1703392
22	Tunks, J., González-Carriedo, R., Rainey, L., & Reynolds, S. (2020). Enhancing culturally relevant teaching: Experiential learning in the International Teacher-to-Teacher Exchange Program. In J. Ferrara, J. Nath, & R. Beebe (Eds.), Exploring Cultural Competence in Professional Development Schools. Information Age Publishing.
21	González-Carriedo, R. (2019). Los programas de lenguaje dual como vía hacia una educación multicultural y plurilingüe, NABE Journal of Research and Practice, 9(1), 22-34. https://doi.org/10.1080/26390043.2019.1589280
20	Heiman, D., DeVaughn, N., & González-Carriedo, R. (2019). The Seal of Biliteracy. Texas Journal of Literacy Education, 7(1), 5-9.
19	Szwed, A., & González-Carriedo, R. (2019). The role of language ideologies in the self-efficacy of pre-service bilingual education teachers. Bilingual Research Journal, 42(2), 178-193. https://doi.org/10.1080/15235882.2019.1593262
18	Szwed, A., González-Carriedo, R. (2019). The role of language ideologies in the self-efficacy of pre-service bilingual education teachers. In S. Wisdom, L. Leavitt, & C. Bice (Eds.), Handbook of research on social inequality and education (pp. 220-236). IGI Global.
17	González-Carriedo, R. & DeVaughn, N. (2019). [Review of the book Community-Based Language Learning: A Framework for Educators, by J. Clifford & D. S. Reisinger]. Teachers College Record. Retrieved from https://www.tcrecord.org/Content.asp?ContentID=23030
16	González-Carriedo, R., & Harrell, P. E. (2018). Teachers’ attitudes toward technology in a two-way dual-language program. Computers in the Schools, 35(2), 111-133. https://doi.org/10.1080/07380569.2018.1462634
15	González-Carriedo, R., Ordóñez, J. & Bustos, N. (2018). Mentoring international student teachers: Bringing intercultural experiences to the bilingual classroom. In M. Cowart (Ed.), Academic achievement for English Language Learners: Essential elements of teaching and leadership (pp. 126-149). Denton, TX: Texas Woman’s University.
14	Babino, A. & González-Carriedo, R. (2017). Striving toward equitable biliteracy assessments in hegemonic school contexts. Association of Mexican American Educators Journal, 11(1), 54-72.
13	González-Carriedo, R., López de Nava, J., & Salas Martínez, M. (2017). International student teaching: A transformational experience. Journal of International Students, 7(3), 841-855. Impact Factor: 0.86. https://doi: 10.5281/zenodo.570037
12	Espinoza-Herold, M., & González-Carriedo, R. (2017). Issues in Latino education. Class, race, and the politics of academic success (2nd Ed.). Routledge.
11	González-Carriedo, R., & Babino, A. (2017). Bilingual and biliterate skills as cross-cultural competence success. In G. Conchas, M. Gottfried, B. Hinga, & L. Oseguera (Eds.), Educational policy goes to school: Case studies on the limitations and possibilities of educational innovation (pp. 201-214). New York: Taylor & Francis.
10	Tunks, J., González-Carriedo, R., Anderson, A., Felts, M. (2017). International Teacher to Teacher Exchange program: An outgrowth of a PDS program. In J. Ferrara, J. Nath, I. Guadarrama, & R. Beebe (Eds.), Expanding opportunities to link research and clinical practice. A volume in research in professional development schools (pp. 217-239). Charlotte, NC: Information Age Publishing.
9	Dixon, K.V., González-Carriedo, R., & Dixon-Krauss, L. (2017). The implementation and analysis of an international student teaching program. In L. Leavitt (Ed.), Cultural awareness and competency development in higher education (pp. 168-188). Hershey, PA: IGI Global.
8	Williams, J., Tunks, J., González-Carriedo, R., Faulkenberry, E., & Middlemiss, W. (2016). Supporting mathematics understanding through funds of knowledge. Urban Education, 55(3), 476-502. https://doi.org/10.1177/0042085916654523
7	González-Carriedo, R., Bustos, N., & Ordóñez, J. (2016). Constructivist approaches in a dual-language classroom. Multicultural Perspectives, 18(2), 108-111. https://doi.org/10.1080/15210960.2016.1159102
6	González-Carriedo, R. (2016). Immigration reform: The contrasting views of the press. Hispanic Journal of Behavioral Sciences, 38(3), 307-323. https://doi.org/10.1177/0739986316651941.
5	Ries, F., Yanes Cabrera, C., & González-Carriedo, R. (2016). A study of teacher training in the United States and Europe. European Journal of Social and Behavioral Sciences, (16)2, 86-110. https://doi.org/10.15405/ejsbs.184
4	González-Carriedo, R., & Tunks, J. (2016). Change in mathematics teaching practices through an international teacher exchange program. Revista de Educación y Desarrollo, 10(1), 148-169. https://doi.org/10.18359/reds.1461
3	Babino, A. & González-Carriedo, R. (2015). Advocating for dual-language programs: Implementation of a public policymaking model. Journal of Bilingual Education Research & Instruction, 17(1), 12-27.
2	González-Carriedo, R. (2015). Educación bilingüe o inmersión en inglés: Análisis de la prensa escrita de Arizona. The NABE Journal of Research and Practice, 6.
1	González-Carriedo, R. (2014). The ideologies of the press in regard to English language learners: A case study of two newspapers in Arizona. Critical Inquiry in Language Studies, 11(2), 121-149. https://doi.org/10.1080/15427587.2014.906808