My academic research looks at the inequities created and perpetuated in the fields such as applied linguistics, TESOL, and Rhetoric and Composition. It revolves around understanding epistemologies of language (including what has been silenced), methodologies (what is missing in traditional forms of language-based research), pedagogies (how teachers and students are positioned in the study of language individually and collectively), and ontologies (how do we construct ourselves, teachers, students, and communities through our language practice and learning).

Some of my recent scholarship includes the following selection:

Co-editor of the special Issue on Gender Equality in TESOL Journal with Su Yin Khor.

Editorial collective for the publication of LAPIZ N˚8 Pedagogías Feministas and translation of Manifesto on Feminist Pedagogies by Nahuala Indómita.

Sánchez-Martín, Cristina. Raciolinguistic tensions in translingual and transnational identity as pedagogy. In Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment  (Eds. Zia Tajeddin and Bedrettin Yazan). Routledge.

Young, RAsheda & Sánchez-Martín, Cristina. (2022). Positioning Radical Love through Narrative Inquiry to Foster Liberatory Language Identities in the Multilingual Classroom. CATESOL Journal. 

Sánchez-Martín, Cristina & Gonzales, Laura. (2022). Unpacking Language Weaponization in Spanish(es): Supporting Transnational Anti-Racist Relationality. International Journal of Literacy, Culture, and Language Education.

Sánchez-Martín, Cristina. (2021). “Teachers’ transnational identities as activity: Constructing mobility systems at the intersections of gender and language difference.”  TESOL Quarterly.