My approach to research is pragmatic: using research to figure out ways to more effectively and more ethically teach and work with writers. My research both informs and extends from my work as teacher, learner, administrator, and mentor. I have used qualitative as well as quantitative research methods.
Below are some areas of particular interest, along with some publications extending from my research.
Areas of Research Interest
My research se situe in this decentering work, including the examination of how racism (and classism and nationalism) is institutionalized through language ideology and the ways that we define “good” writing. I also seek to build up knowledge (theory and practices) for a translingual and translanguaging pedagogy that not only teaches rhetorical savviness but paves the way for a more inclusive and just society.
This work also influences how I edit. Like when I’m teaching, when I work with someone’s words, I am more willing to challenge more established ideas of what a writer “should” be doing and find ways to maintain linguistic difference.
Check out my dissertation: Practicing Translingualism: Faculty Conceptions and Practice
Translanguaging as a practice is an asset that is often seen as a deficit, particularly when evident in writing. My research has begun looking at how a better understanding of translanguaging (practice and pedagogy) could help college-level writing instructors encourage their students to take advantage of the rich rhetorical and linguistic they already have and enrich their writing.
Translanguaging (practice and pedagogy) is also part of anti-racist work. Connecting it with culturally sustaining pedagogies, like those being developed for African-American students (Baker-Bell, Paris, and Jackson), and other critical language awareness pedagogies could provide pedagogical models that could push writing instruction forward in being more inclusive and just.
My dissertation looked at the idea of teacher translanguaging (practice) and translingual knowledge as vital sources for encouraging students’ own linguistic competence. All of us enter the classroom with language histories. How do we use them?
Developing a Trend of Great Business Student Writers (white paper)