Loretta Fernández, Ph.D., is a World and Heritage Language Associate Professor of Practice at the University of Pittsburgh, Department of Teaching Learning and Leading located in Pittsburgh (PA) in a teacher preparation program and master’s in education program. Her work regards mostly qualitative research in world languages, endangered languages, as well as emerging bilinguals’ pedagogy. Her language research is based on Sociocultural Theory and Systemic Functional Linguistics and looks at issues of language learning, identity, and cultural and racial equity. She is the Managing Editor of Contingencies, a journal of Global Pedagogy and the coeditor of the book Conceptual Metaphor Theory in World Languages Education.
Chavoshan, I. and Fernández, L. Eds. (2025) Conceptual Metaphor Theory in World Language Education . Routledge
Troyan, F. J., Fernández, L., Weng, Z., Ferguson, D. S., Iswandari, Y. A., & Avdakov, S. (2023). Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use. Foreign Language Annals, 1–24. https://doi.org/10.1111/flan.12720
Weng, X., Troyan, F. J., Fernández, L., McGuire, M. (2023) Examining the intersectionality of language teacher identity across instructional contexts through the experience of perezhivanie. TESOL Quarterly. https://doi.org/10.1002/tesq.3237
Fernández, L. & Christensen, J. (2023). Cultural Historical and Critical Psychology: Book review of Fleer, Gonzalez Rey, and Jones (Eds.), 2020. Language and Sociocultural Theory, 9 (1).
Fernández, L. & Ortiz, L. (2025) Metaphors of Latinidad in Chavoshan, I. & Fernández, L. (Eds.). Metaphors we Teach Language by. New York, N.Y.:Routledge
Fernández, L., Troyan, F., Ferguson, D., & Iswandari Y. (2025). Multimodal Metaphors of Linguistic Diversity: Language Teachers’ Examination of Language Use and Identity. In Chavoshan, I. & Fernández, L. (Eds.). Metaphors we Teach Language by. New York, N.Y.:Routledge
Fernández, L, Abarca-Millan, E., P., & Flores, A. (2025) Graduate LatinX students’ mentoring and advising experiences. Chapter accepted in the volume edited by Abarca-Millan, E. (Ed.) Amplifying students' and educators' voices in educational research. Wilmington, DE: Vernon Press.
