Claudia Treviño García

Claudia Treviño García serves as a Teaching Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio's College of Education and Human Development. With 30 years of bilingual education experience spanning dual language teaching, curriculum coordination, and grant management, she drives initiatives in cultural efficacy development and sustainable dual language programming.

Her academic credentials include:

• Ph.D. in Culture, Language, and Literacy (2016)
• M.A. in Bilingual Education (2000)
• B.A. in Interdisciplinary Studies (1993)

Dr. Treviño García's research centers on cultural efficacy development for educators, dual language program sustainability, and teacher residency models. She investigates biliteracy development, language proficiency assessment, and coaching frameworks that address recruitment/retention challenges in bilingual education through culturally responsive pedagogy.

Her publications (2010-2022) demonstrate consistent focus on transforming bilingual teacher preparation, with recent work emphasizing critical pedagogy and mentor efficacy. Key trends include community-based residency models, culturally efficacious dispositions, and equity-centered program design.

Award recognitions include:

• UTSA President’s Distinguished Achievement Award for Excellence in Community Engagement (2023)
• San Antonio Area Association Bilingual Education Administrator of the Year (2013)

She directs educator preparation through the Academy for Teacher Excellence, developing induction programs and community partnerships. Her grant work as Title VII Coordinator supported bilingual curriculum development, while current board leadership with SAAABE and Celebrate Dyslexia Schools Charter advances equity-focused policy.

Professional engagement spans the San Antonio Area Association for Bilingual Education (President-elect), Texas Association for Bilingual Education (Treasurer), and Celebrate Dyslexia Schools Charter Governing Board, driving systemic change through community-academic partnerships.