Research Agenda

My research is situated at the intersection of applied linguistics and bilingual education. It is undergirded by a critical sociocultural framework that views language and literacy as dynamic processes that cannot be separated from their social, historical, and cultural contexts. I have several lines of inquiry that consider the relationship between language and education in K-12 classrooms:

  1. the discursive construction of identities and ideologies in two-way bilingual classrooms
  2. the (co-)design of translanguaging pedagogies to support students’ biliteracy development and learning
  3. the impact of a genre-based approach to teaching writing with emergent bilingual students
  4. the preparation of pre-service and in-service educators to serve culturally & linguistically diverse learners

Across my research interests, I am fundamentally concerned with relations of power and seek to leverage my scholarship to promote social justice in schools and society.

Current Projects

I am currently collaborating with Professor Millie Gort and Dr. Vanessa Santiago Schwarz on a study that explores the impact of a genre-based approach to writing instruction in bilingual classrooms. This approach draws upon systemic functional linguistics to consider the affordances of explicitly teaching school-based written genres to emergent bilingual students. This work is funded by a Spencer Small Research Grant ($50,000).

Dissertation Study

Dissertation: “Becoming bilingual in two-way immersion: A critical lens on language, identity, and ideology” (2016-2017)

My dissertation research examined how the language and literacy practices in a second grade two-way bilingual classroom shaped students’ opportunities for learning and their emerging understandings of bilingualism. Specifically, I interrogated the common practice of language separation and then collaborated with the classroom teacher to design and implement a biliteracy project aimed at opening up a critical translanguaging space. Importantly, in this research, I also centered the perspectives and experiences of students, as student sense-making remains an underdeveloped area of this scholarship.

Findings revealed that (1) language separation impacts students’ ideological sense-making of bilingualism in ways that reinforce false binaries between languages and students (e.g., English-speaker/Anglo, Spanish-speaker/Latino), (2) there are affordances in establishing both focused (separate) and flexible (dynamic) languaging spaces in TWI, and (3) collaborative bilingual identity texts provide an avenue for more dynamic language learning spaces, promoting cross-linguistic transfer and opening up spaces for students to negotiate their emerging (bilingual) identities.

My dissertation was honored with awards from the Bilingual Education Research Special Interest Group at the American Educational Research Association (AERA) and the National Association for Bilingual Education (NABE). It was funded by Phi Kappa Phi, The International Research Foundation for English Language Education, The National Federation of Modern Language Teachers Associations (NFMLTA) /Modern Language Journal (MLJ), and Language Learning.

These findings make important contributions to the field of language education. First, this study complicates the language separation debate by demonstrating that there are both advantages and disadvantages in enforcing strict language separation; a ‘middle ground’ approach is needed. Second, by demonstrating that students are active sense-makers of their language learning experiences, this study reveals the importance of engaging with student perspectives when making decisions about language allocation in the classroom. Third, this study offers one technique for fostering dynamic bilingual pedagogies in the classroom, demonstrating how the intentional design of flexible language spaces can support student learning, while also acknowledging the importance of maintaining some ‘protected’ spaces for the minoritized language (Cenoz & Gorter, 2017) in the classroom.

Past Projects

“Immigrant Families’ Literacy & Identity Development Over Time & Space” (2014-2017)

Principal Investigator: Professor Cathy Compton-Lilly, University of Wisconsin-Madison

I served as lead researcher on longitudinal qualitative research study seeking to understand the literacy development and identity enactments of immigrant children. In this role, I collected and analyzed data, including: in-depth, semi-structured interviews with the focal child, family members, and teachers; classroom, home, and community observations; field notes and reflective memos; child-created drawings, maps, and photographs, and literacy assessments. Findings have been presented at LRA and AERA and have been published in the Journal for Literacy Research and SAGE Research Methods Cases.

“Language and Literacy Practices in Mexican Bilingual Classrooms” (2016)

Principal Investigators: Laura Hamman, University of Wisconsin-Madison; Professor Maggie Hawkins, University of Wisconsin-Madison

I designed and conducted a study of the language and literacy practices within two-way classrooms at a Mexican elementary school. The study was conducted over one month and included daily video and audio-recorded classroom observations, interviews with classroom teachers, and student-generated artifacts such as language portraits and collages. Findings from study were presented at NABE and AAAL.

“Languaging & Positioning within Dual Language Immersion” (2015)

Principal Investigators: Laura Hamman, University of Wisconsin-Madison; Professor Maggie Hawkins, University of Wisconsin-Madison

I designed and conducted a study in a dual language immersion classroom in Wisconsin to explore the role of translanguaging practices in a two-way immersion learning context. Data collection included weekly video-recorded observations over the course of four months and bi-monthly video-elicited interviews with the classroom teacher. Findings have been published in Language and Education.