​Most Recent Curriculum Vitae here: MCP

BOOKS

• Cioè-Peña, M. (May 2021). (M)othering Labeled Children: Bilingualism and Disability in the Lives of Latinx Mothers. Multilingual Matters.
• Cioè-Peña, M. (2022). Criando niños etiquetados: Bilingüismo y discapacidad en la vida de las madres latines [pro bono translation of (M)othering labeled children]. Translation rights granted by Multilingual Matters.

​PUBLICATIONS–PEER-REVIEWED JOURNAL ARTICLES
(Free PDFs available, linked in the titles)

• Menken, K., Espinet, I., Cioè-Peña, M., & Sánchez, M.T., (2026). “Ableism, Gentrification, and the Exclusion of Multilingual Learners with Disabilities from Bilingual Education Programs.” Bilingual Research Journal, 1–19. https://doi.org/10.1080/15235882.2025.2599935  
• Cioè-Peña, M., Stephens, C. & Wesley-Nero, S. (2025). “Are we gentrifying? And if so, is that bad?”: School choice as family language planning and policy. Racial Justice in Multilingual Education. https://doi.org/10.58117/bdry-3g07 (Open Access)
• Sapiro, B., Mendez, A., Haynes, C., Lowe, S. R., Cioè-Peña, M. & Waters, M. C. (2025). Weathering the Storm: Exploring the Use of the Strong Black Woman Role in the Coping Strategies of Black Women Survivors of Hurricane Katrina. Women & Therapy,48(4), 375–412. https://doi.org/10.1080/02703149.2025.2461574
• Cioè-Peña, M., S. Kangas, & R. Linares. (2024). The Expansive Language Access Framework: An Integrated Approach to Addressing Oppression in Language Education. Language Policy. https://link.springer.com/article/10.1007/s10993-024-09724-4 (Open Access)
• Cioè-Peña, M., & Bullock, J. (2024). From the Field to the Cancha: Reimagining (Language) Education as a Collective Endeavor. Bilingual Review/Revista Bilingüe, 36(2), 60–79. (Open Access)
• Padia, L., Cioè-Peña, M., Phuong, J. (2024). Mending the intersectional gap: supporting emergent multilinguals labeled as disabled through translanguaging and universal design for learning. Theory into Practice. https://doi.org/10.1080/00405841.2024.2355843
• Cioè-Peña, M. (2024). Not just a “mother,” not just one child: Untangling “parental engagement” for mothers of emergent bilinguals with disabilities. Journal of Critical Study of Communication & Disability. https://doi.org/10.48516/jcscd_2024vol2iss1.36
• Cioè-Peña, M. (2024). Writing, Rioting, and Righting Como Negra: A Testimonio of Black Latinx Erasure in Bilingual Education. Harvard Educational Review, 94(1), 1-24. https://doi.org/10.17763/1943-5045-94.1.1
• Beneke, M. R., Cioé-Peña, M., & Migliarini, V. (2024, Online First). Solidarity on the screen and six feet apart: DisCrit mothering amid multiple social crises. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2024.2318314
• Kangas, S.E.N. and Cioè-Peña, M. (2023), Individualized Language Plans: Promises and Pitfalls. TESOL Journal. https://onlinelibrary.wiley.com/doi/abs/10.1002/tesq.3283 (Open Access)
• Cioè-Peña, M. (2023, Online First). "Adapting Participatory Rank Methodology: From Public Health to Educational Research." Journal of Language, Identity and Education. https://doi.org/10.1080/15348458.2023.2225218
• Cioè-Peña, M. (2023, Online First). “Descriptive Inquiry at the Margins.” Schools: Studies in Education. 19 (2). https://doi.org/10.1086/722013
• Migliarini, V. & Cioè-Peña, M (equal authorship; 2022, Online First): "Performing the good (im)migrant: inclusion and expectations of linguistic assimilation." International Journal of Inclusive Education. DOI: 10.1080/13603116.2022.2112770
• Cioè-Peña, M. (2022, Online First). "Computers Secured, Connection Still Needed: Understanding How COVID-19-related Remote Schooling Impacted Spanish-speaking Mothers of Emergent Bilinguals with Dis/abilities." Journal of Latinos and Education. pp. 1-15. https://doi.org/10.1080/15348431.2022.2051036

• Cioè-Peña, M. (2022, Online First). "The Master’s Tools Will Never Dismantle the Master’s School: Interrogating settler colonial logics in language education." Annual Review of Applied Linguistics. Volume 42, pp. 25- 33. https://doi.org/10.1017/S0267190521000209

• Cioè-Peña, M. (2021). "From Pedagogies to Research: Engaging with Culturally and Linguistically Diverse Families of Students with Dis/abilities.” Teachers College Record. https://doi.org/10.1177/01614681211070867
• Cioè-Peña, M. (2021, Online First). "Remote Schooling Supports for Linguistically Diverse Parents of Emergent bilinguals labeled as having disabilities" Intervention in School and Clinic. https://doi.org/10.1177/10534512211051074
• Cioè-Peña, M. (2021, Online First). "TrUDL: The Intersectional Possibilities of Translanguaging and Universal Design for Learning." TESOL Quarterly. https://doi.org/10.1002/tesq.3074
• Cioè-Peña, M. (May 14, 2021, Online First). "After the phone call: culture, disability and the construction of a "bad" mother." Journal of Latinos and Education. https://doi.org/10.4324/9781003003670-23
• Cioè-Peña, M. (2021). “Wanting to Leave; Needing to Stay: Issues for undocumented mothers of children with disabilities.” Multiple Voices - Disability, Race and Language Intersections in Special Education. 20(2): 6–23. https://doi.org/10.5555/2158-396X-20.2.6
• Cioè-Peña, M. (2020). "Planning Inclusion: The need to formalize parental participation in individual education plans (and meetings)." [Special Issue:“Inclusive education in the 21st century: Disruptive interventions.” ]. Educational Forum. ​84(4). 377-390https://doi.org/10.1080/00131725.2020.1812970
• Cioè-Peña, M. (2020). "Bilingualism for Students with Disabilities, Deficit or Advantage?: Perspectives of Latinx Mothers." Bilingual Research Journal. 43(3). 253-266. doi.org/10.1080/15235882.2020.1799884
• Cioè-Peña, M. (2020). "Raciolinguistics and the education of Emergent Bilinguals Labeled as Disabled." Urban Review. https://doi.org/10.1007/s11256-020-00581-z
• Cioè-Peña, M. (Winter 2017). “Disability, Bilingualism and What it Means to Be Normal.” Journal of Bilingual Education Research & Instruction, 19(1).
• Cioè-Peña, M. (Spring 2017). “Who is Excluded from Inclusion?: Points of Union and Division in Bilingual and Special Education." Theory, Research, and Action in Urban Education: Special Issue on #BlackLivesMatter, 5(1)
• Cioè-Peña, M. (March 2017). “The Intersectional Gap: How bilingual students in the United States are excluded from Inclusion.” International Journal of Inclusive Education.
• Cioé Peña, M., Moore, E. and Martin-Rojo, L. (2016). “The burden of ‘nativeness’: Four bilingual teachers’ stories.” Bellaterra Journal of Teaching and Learning Language and Literature, 9(2).
• Arpacik, D., Cioé Peña, M., and Kinsella, B. (2016). “Special Issue Editors’ Notes: Linguistic diversity, equity and pedagogical innovation in higher education.” Bellaterra Journal of Teaching and Learning Language and Literature, 9(2).
• Cioè-Peña, M. (Fall 2015). Translanguaging within the monolingual special education classroom. Theory, Research, and Action in Urban Education, 4(1).
• Cioè-Peña, M. and Snell, T. (Fall 2015). Translanguaging for social justice. Theory, Research, and Action in Urban Education, 4(1)​

PUBLICATIONS–BOOK CHAPTERS IN EDITED VOLUMES
(Free PDFs available, linked in the titles)

• Cioè-Peña, M., Phuong, J., & Rodrigues, C. (Forthcoming, April 2026). "Students with special education needs in bilingual and multilingual education." The Encyclopedia of Applied Linguistics, Second Edition.
• Cioè-Peña, M., Brea, M.R., Linares, R. (2025). From “Disordered” Language to Expansive Languaging: Understanding Translanguaging’s Relationship with Disability and Special Education. In (Eds.) L. Wei, O. García, & P. Phyak’s (Eds.) Handbook of Translanguaging. Wiley-Blackwell.
• Cioè-Peña, M. (2025). “Performing Belonging and Suppressing Being: Linguistic fidelity and performativity as tools for domination.” In Henner, J., Robinson, O., and Moriarty Harrelson, E.(eds.), The Crip Linguistic Reader. Gallaudet University Press.
• Phuong, J.**, Cioè-Peña, M., & Chinchilla, A.* (2024, August 21). Raciolinguistics. Oxford Research Encyclopedia of Linguistics.
• García, O., Cioe-Peña, M., & Frieson, B. (2024). Bilingual education: Leaving (and not leaving) race and disability behind. In R. Vana & L. Padilla (Eds.), Rethinking representations, inclusion and social justice in world language teaching: Insights for research and pedagogy. Routledge. (pre-print)
• Lavin, C. & Cioè-Peña, M. (2023). “Diversity and Disability: Issues in Special Education” In Flores, M and Houchins, D.(eds.), “Special education for ALL teachers” Kendall Hunt Publishing Company.
• Cioè-Peña, M. (2023). "Teach in the mornings, Cry in the evenings: The impact of COVID-19 remote schooling on the mothers of emergent bilinguals with disabilities."in Veck, W., Proyer, M., Dovigo, F. and Seitinger, E. (Eds.), Education in an Altered World - Pandemic, Crises and Young People Vulnerable to Educational Exclusion. Bloomsbury.
• Phuong, J. and Cioè-Peña, M. (2022). "Perfect or Mocha: Language policing and pathologization​" in Annamma, S., Ferri, B. and Connor, D. (Eds.), DisCrit Expanded: Inquiries, Reverberations & Ruptures. Teachers College Press.
• Cioè-Peña, M. and Linares, R. (2021).“What we experience is what we value: Latinx Emergent Bilinguals Labeled as Disabled” in García & Sanchez (Eds.), Transformative Translanguaging Espacios: Latinx bilingual children rompiendo fronteras, Multilingual Matters.
• Cioè-Peña, M. (2021). “Teaching as Oppression; Teaching as Liberation” In Connor & Ferri [Eds.], How Teaching Shapes our Thinking About Dis/abilities: Stories from The Field. Peter Lang.
• Woodley, H., Cioè-Peña, M., Hesson, S., Solorza, C. (2020). “Different Places, Different Issues: Teacher education reimagined through the CUNY- NYSIEB experience” In The CUNY-NYSIEB Team (Eds.), Translanguaging and Transformative Teaching for Emergent Bilingual Students: Lessons from the CUNY-NYSIEB Project​. Routledge.
• Cioè-Peña, M. (2020). "Dual Language and the Erasure of Emergent Bilinguals Labeled as Disabled." in Flores, N., Tseng, A. and Subtirelu, N. C. (Eds.), Bilingualism for All? Raciolinguistic Perspectives on Dual Language Education. Multilingual Matters.
• Cioè-Peña, M. and Castro Santamaría, L. (2019). “Bad Mother” in Lalvani, P (Ed.), Constructing the (M)other: Narratives of Disability, Motherhood, and the Politics of Normal. Peter Lang.
• Collins, B., and Cioè-Peña, M. (2016). "Declaring Freedom: Translanguaging in the Content Area to Understand Complex Texts". In O. Garcia & T. Klein (Eds.), Translanguaging with Multilingual Students. Routledge.

​
​PUBLICATIONS–OTHER WORKS
​(Free PDFs available, linked in the titles)

• Cioè-Peña, M. (May 19, 2021). Disability, Language and Mothering . Channel View Publications. https://channelviewpublications.wordpress.com/2021/05/19/disability-language-and-mothering/
• Cioè-Peña, M. (2020). A Seat at the Table is Not Enough: Making purposeful space for parents. Kappa Delta Pi – International Honor Society in Education. https://blog.kdp.org/
• ​Cioè-Peña, M. (2019). "Complicating Notions of Inclusion". In J. Valle & D. Connor, Rethinking Disability: A Disability Studies Approach to Inclusive Practices, Second Edition. Taylor & Francis.
• ​Cioè-Peña, M. (2018). "Gifted, Talented & Neurodiverse: Emergent Bilinguals Labeled as Dis/abled." The NYSABE Bilingual Times. Spring/Summer 2018 Issue, p. 7-11. ​