Faculty Directory

Mariela Paez

Program Director, Early Childhood Education, M.Ed.

Associate Professor

Photo of Mariela Paez

Mariela Paez

Ed.D.

Contact

Campion Hall Room 126

Telephone: 617-552-4068

Email: paezma@bc.edu

ORCID 0000-0002-1455-8764

Education

  • Ed.D., M.Ed., Harvard University
  • M.A., Tufts University
  • B.S., Cornell University

Courses

Bilingualism in Schools and Communities

Art and Music in Early Childhood Education

Inclusive Education Field Observation

Partnering with Diverse Families and Communities in Early Childhood

Fundamentals of Early Childhood Education

Research Interests

Research interests include bilingualism, literacy development, children's early language and literacy learning and early childhood education.

Expertise

  • Bilingualism & Immigration
  • Language Learning & Literacy
  • Teaching & Teacher Education

Dr. Páez is not currently accepting Ph.D. students.

Curriculum Vitae

Department

TCS Teaching, Curriculum, and Society

Publications

Books:
 
  • López, L. M. & Páez, M. M. (2021). Teaching Dual Language Learners (DLLs): What Early Childhood Educators Need to Know. Baltimore, Maryland: Brookes Publishing.

Articles:

  • Iruka, I. U., Cabrera, N., & Páez, M. (2022). Supporting and engaging with diverse families during the early years: emerging approaches that matter for children and families. Early Childhood Research Quarterly, 60, 390-393.
  • Páez, M. & Hunter, C. (2015). Bilingualism and Language Learning for Immigrant-Origin Children and Youth. In C. Suárez-Orozco, M. Abo-Zena, & A. Kerivan Marks (Eds.), Transitions: The Development of Children of Immigrants. New York, NY: New York University Press.
  • Howard, E., Páez, M., August, D., Arteagoitia, I., Pizzo, L., Green, J. D., González, E. M., & Artzi, L. (2014). Effective vocabulary instruction for Spanish-speaking students. Journal of Bilingual Education Research & Instruction, 16(1).
  • Howard, E., Páez, M., August, D. L., Barr, C. D., Kenyon, D., & Malabonga, V. (2014). The importance of SES, home and school language and literacy practices, and oral vocabulary in bilingual children’s English reading development. Bilingual Research Journal, 37, 120-141.
  • Buysse, V., Peisner-Feinberg, E., Páez, M., Hammer, C. S. & Knowles, M. (2014). Effects of early education programs and practices on the development and learning of Dual Language Learners: A review of the literature. Early Childhood Research Quarterly, 29, 765-785.
  • McCabe, A., Tamis-LeMonda, C. S., Bornstein, M. H., Cates, C. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Páez, M., Song, L., & Wishard Guerra, A. (All but two lead authors are alphabetized) (2013). Multilingual children: Beyond myths towards best practices. SRCD Policy Report, 27(4).
  • Castro, D.C., Páez, M.M., Dickinson, D.K., & Frede, E. (2011). Promoting language and literacy in young Dual Language Learners: Research, practice and policy. Child Development Perspectives, 5(1), 15-21.
  • Castro, D.C., Espinosa, L., & Páez, M. M. (2011).  Defining and measuring quality in Early Childhood practices that promote Dual Language Learners’ development and learning.  In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality Measurement in Early Childhood Settings. Baltimore, MD: Brookes Publishing.
  • Páez, M., Paratore Bock, K., & Pizzo, L. (2011). Supporting the language and early literacy skills of English Language Learners: Effective practices and future directions. In S. B. Neuman & D. Dickinson (Eds.), Handbook of Early Literacy Research: Vol. 3 (pp. 136-152). New York, NY: Guilford Press.
  • Paratore, J., R., Krol-Sinclair, B., Páez, M., & Paratore-Bock, K. (2010). Supporting literacy learning in families for whom English is an additional language. In G. Li & P. Edwards (Eds.), Best practices in ELL instruction (pp. 299-327). New York, NY: Guilford Press.
  • Páez, M. (2009). Predictors of English language proficiency among immigrant youth. Bilingual Research Journal, 32, 168-187.
  • Suárez-Orozco, M., & Páez, M. (Eds.). (2008). Latinos: Remaking America. University of California Press and the David Rockefeller Center for Latin American Studies at Harvard University, Berkeley, CA.
  • Páez, M. (2008).  English language proficiency and Bilingual Verbal ability among Chinese, Haitian and Dominican immigrant students. Equity & Excellence in Education, 41/ (3), 311-324.
  • Carhill, A., Suárez-Orozco, C. & Páez, M. (2008).  Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45, 1155-1179.
  • Tabors, P. O. & Páez, M. (2008).  One child, two languages: A study guide for early childhood educators of children learning English as a second language.  In Tabors, P. O., One child two languages (2nd Ed., pp. 223-244). Baltimore, MD: Brookes Publishing. 
  • Rinaldi, C. & Páez, M. (2008).  Preschool matters:  Predicting reading difficulties for Spanish-speaking students in first grade. Learning Disabilities: A Contemporary Journal, 6(1), 71-84.
  • Uccelli, P. & Páez, M. (2007).  Narrative and vocabulary development of bilingual children from kindergarten to first grade:  Developmental changes and associations among English and Spanish skills.  Language, Speech, and Hearing Services in Schools, 38(3), 225-236.
  • Páez, M., Tabors, P.O., & Lopez, M. (2007).  Dual language and literacy development of Spanish-speaking preschool children.  Journal of Applied Developmental Psychology, 28(2), 85-102.
  • Páez, M. & Rinaldi, C. (2006).  Predicting English word reading skills for Spanish-speaking students in first grade.  Topics in Language Disorders, 26(4), 338-350.
  • Páez, M. (2005).  Effective educational practices for early childhood education.  In Conversations in Excellence 2004 (pp. 36-58).  Washington, DC:  National Catholic Educational Association
  • Snow, C. E., & Páez, M. (2004). The Head Start classroom as an oral language environment: What should the performance standards be? In Ziegler, E. & Styfco, S. (Eds.), The Head Start Debates (pp. 113-128).  Baltimore, MD: Brookes Publishing.
  • Tabors, P. O., Páez, M. M., & López, L. M. (2003). Dual language abilities of Spanish-English bilingual four-year olds: Initial finding from the Early Childhood Study of Language and Literacy Development of Spanish-speaking children. NABE Journal of Research and Practice, 1, 70-91.
  • Suárez-Orozco, M., & Páez, M. (2002). Latinos in the 21st Century. Harvard Journal of Hispanic Policy, 14, 49-76.
  • Suárez-Orozco, M., & Páez, M. (Eds.) (2002). Latinos: Remaking America. University of California Press and the David Rockefeller Center for Latin American Studies at Harvard University: Berkeley, CA.
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