Tomas Espinosa

Tomas Espinosa

ESL/Bilingual Education Assistant Professor
College of Education
MB Room 3224

Tomas Espinosa earned his Doctorate in Curriculum and Instruction with emphasis in Literacy from Texas A&M University – Corpus Christi. He currently serves as an Assistant Professor of Bilingual/ESL Education at the University of Texas Permian Basin. He was born in El Paso, TX and he was raised in Ciudad Juarez, Mexico. He is fluent in English and Spanish and he currently serves as the faculty advisor of the Bilingual Education Student Organization (BESO) and he is part of the UTPB Mariachi. He is an advocate of bilingualism, biliteracy, and equality in education.


  • (2020) Ph.D. Curriculum & Instruction, Texas A&M University – Corpus Christi
  • (2015) M.Ed. Educational Administration, University of Texas at El Paso
  • (2013) B.S. Biochemistry, University of Texas at El Paso

Research Interests

  • Bilingualism
  • Culturally Responsive Pedagogy
  • Best Practices for ESL Students
  • Second Language Acquisition
  • Technology Applications in the Classroom


Espinosa, T. & Salgado, Y. (2021). (in progress). Trending Topics in Bilingual Education. Expected submission May 2021.

Espinosa, T. & Landreth, S. (2021). (under-review). From Doctoral Students to Tenure-Track Professors: The Professional Journal of Academics.

Espinosa, T. (under-review). Mariachi: A Form of Identity and Cultural Pride for Bilingual Students.

Espinosa, T. (2021). (under-review). Phonemic Awareness Strategies to Help Bilingual Students.

Espinosa, T. & Torres, F. (2021). (under-review). Second Language Acquisition Process of English Language Learners.

Espinosa, T. & Obreque, P. (2021). Challenges for Bilingual Students in Different Learning Environments. Journal of Education and Human Development.

Valadez, C. & Espinosa, T. (2020). The Power of Representation of Diversity in Award Winning Books. Journal of the Effective Schools Project.

Espinosa, T. (2020). Faculty Sense of Efficacy for Culturally Responsive Literacy Instruction at Hispanic Serving Institutions: An Exploratory Inquiry. ProQuest Theses/Dissertations.

Bippert, K. & Espinosa T., (2019). Project-Oriented Learning & Teaching: Expectations vs. Reality. TALE 2019 Yearbook.

Pletcher, B. C., & Espinosa. (2018). Reading habits of undergraduate students enrolled in a children’s literature course. ALER 2018 Yearbook.

Valadez, C. M., Espinosa, T., Hill, J., & Sullivan, M. (2018). Factors affecting pre-service teacher’s sense of efficacy for literacy instruction. ALER 2018 Yearbook.

Last Updated: 09/16/2021