Yolanda Salgado

Yolanda Salgado is a Professor and Program Coordinator for Bilingual/ESL Education at the University of Texas Permian Basin's College of Education, where she also serves as Department Chair for the Curriculum & Instruction Department. With 20 years of service at UTPB, her career progression includes roles as Grant Coordinator, Lecturer, Assistant Professor, Associate Professor, and Interim Dean.

Her educational background includes:

• Ph.D. in Curriculum & Instruction: Bilingual/TESOL, New Mexico State University (2008)
• M.Ed. in Bilingual/ESL, University of Texas of the Permian Basin (2002)
• CDA in Child Development Associates, Central Arizona College (1995)
• Bachelor of Science in Justice Studies/Social Work, Arizona State University (1990)
• Associates of Arts in General Studies/Psychology, Glendale Community College (1987)
• Texas High School Diploma, Pecos High School (1982)

Dr. Salgado's research centers on bilingual education and ESL instruction, with deep expertise in language brokering dynamics and borderlands literacy development. Her work critically examines how linguistic practices affect family relationships, cognitive development, and educational equity in Southwest communities. She employs grounded theory and case study methodologies to explore socio-political dimensions of language education, particularly focusing on English language learners in sixth-grade settings and systemic barriers faced by Latinas.

Her publication trajectory reveals sustained focus on practical interventions for English learners, evolving from foundational work on parental decision-making in bilingual education (2008) to contemporary investigations of video modeling for reading comprehension (2020). Recurring themes include the intersection of cultural identity and pedagogy, with increasing attention to resilience frameworks in overcoming educational barriers.

Dr. Salgado's recognition includes:

• Excellence in Teaching Award (2013)
• Don Quixote Educators Award (2014)

As a former Grant Coordinator and co-architect of the Teacher Preparation Initiative, she has secured and managed significant educational funding while developing programs that directly enhance teaching effectiveness and student achievement. Her administrative leadership extends to departmental chairmanship and program coordination, demonstrating commitment to both scholarly impact and institutional development within teacher education.