Journal Articles (last 5 years):
Bengochea, A., & Gort, M. (in press). Translanguaging for varying discourse functions in sociodramatic play: An exploratory multiple case study of young emergent bilinguals. International Journal of Bilingual Education and Bilingualism.
Bengochea, A., Sembiante, S. F. & Gort, M. (in press). Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play. Journal of Early Childhood Research.
Sembiante, S. F., Bengochea, A., & Gort, M. (2020). “Want me to show you?”: Emergent bilingual preschoolers’ multimodal resourcing in Show-and-Tell activity. Linguistics and Education, 55, 1-11.
Bengochea, A., Sembiante, S. F., & Gort, M. (2020). Attracting and responding to an audience: Preschoolers’ multimodal composing in Show-and-Tell activity. Language Arts, 97(3), 135-145.
Yaden, D. B., Gort, M., Martínez, C., Rueda, R. (2019). The education of young emergent bilingual children: An update and call for action. In O. N. Saracho & B. Spokek (Eds.), Handbook of Research on the Education of Young Children, 4th edition (pp. 234-253). New York, NY: Routledge.
Gort, M. (2019). Developing bilingualism and biliteracy in early and middle childhood. Language Arts, 96(2), 229-243.
Bengochea, A., Sembiante, S. F., & Gort, M. (2018). An emergent bilingual child's multimodal choices in sociodramatic play. Journal of Early Childhood Literacy, 18(1), 38-70.
Avalos, M., Zisselsberger, M., Gort, M., & Secada, W. (2017). "Hey! Today I will tell you about the water cycle!": Variations of language and organizational features in third grade science explanation writing. The Elementary School Journal, 118(1), 149-176.
Gort, M. (2017). Language ideologies in bilingual education policy and practice. Texas Education Review, 5(1), 67-75.
Turner, J. D., Haddix, M. M., Gort, M., & Bauer, E. B. (2017). Humanizing the tenure years for faculty of color: Reflections from STAR mentors. Journal of Literacy Research, 49(4), 582–589.
Pontier, R. W., & Gort, M. (2016). Coordinated translanguaging pedagogy as distributed cognition: A case study of two dual language preschool co-teachers’ languaging practices during shared book readings. International Multilingual Research Journal, 10(2), 89-106.
Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 7-25.
Sembiante, S. F., & Gort, M. (2015). Emergent bilingual children’s early experiences with academic language in Show-and-Tell activity. Miriada Hispanica, 10, 155-178.
Edited Books & Special Theme Journal Issues:
Aquino Sterling, C., Gort, M., & Busto Flores, B. (Eds.). (under contract). Innovative curricular and pedagogical designs in bilingual teacher education: Bridging the distance with P-12 contexts. Charlotte, NC: Information Age Publishing.
Gort, M., & Harris, P. (Eds.). (2018). Emergent biliteracy in early childhood. Special theme issue of Journal of Early Childhood Literacy, 18(1).
Gort, M. (Ed.). (2017). The complex and dynamic languaging practices of emergent bilinguals: Translanguaging across diverse education and community contexts. New York, NY: Taylor & Francis. ISBN-13: 978-1138827417
Gort, M., & Reyes, I. (Eds.). (2016). Biliteracy development in schools and communities. Special theme issue of Language Arts, 93(5). Urbana, IL: National Council of Teachers of English.
Gort, M. (Ed.). (2015). Translanguaging. Special theme issue of International Multilingual Research Journal, 9(1). New York, NY: Taylor and Francis.