I research the relationship between students’ everyday uses of
language (English and Spanish) and their engagement in
school-based uses of language and literacy. Some schools identify
bilingual adolescents as “limited” in their English proficiency
even though they use sophisticated literacy repertoires outside
of school; other learners are deemed ”fluent” in English but
still struggle with the language and literacy demands
of their academic coursework. An understanding of how
adolescents, both monolingual and bilingual, draw on their home
language practices to navigate various academic and social
activities is essential to inform effective teaching approaches
that build on their talents and address their unique learning
Academic language and literacies; classroom discourse; Language
diversity in schools; Language and schooling of Latino/a
adolescents; Second-language writing
PhD Stanford University, School of Education, Program in
Educational Linguistics, 2003
MA Stanford University, School of Education, Language,
Literacy and Culture, 1995
BA Colby College, Majors of English and Spanish, Teacher
Credential Program, 1994
Enright, K. A. (2013). Adolescent writers and academic
trajectories: Situating L2 writing in the content areas. In
Luciana C. de Oliveira and T. Silva (Eds). L2 Writing in the
Secondary Classroom: Experiences, Issues, and Teacher Education.
New York: Routledge.
Enright, K. A. (2012). Making it matter: Relevant instruction
for New Mainstream students. Kappa Delta Pi Record,48, 67-71.
Enright, K. A.; Torres-Torretti, D.; Carreón, O. (2012). Hope
is the thing with metaphors: De-situating literacies and learning
in English Language Arts classrooms. Language and Education.
Enright, K. A. & Gilliland, B. (2011). Multilingual
writing in an age of accountability: From policy to practice in
U.S. high school classrooms. Journal of Second Language Writing.
Ortmeier-Hooper, C. & Enright, K.A. (2011). Mapping
new territory: Toward an understanding of adolescent L2 writers
and writing in U.S. contexts. Journal of Second Language Writing.
Enright, K. A. (2011). Language and literacy for a new
mainstream. American Educational Research Journal. 48(1), 80-118.
Enright, K. A. (2010). Academic literacies and adolescent
learners: English for subject-matter secondary classrooms. TESOL
Quarterly. 44(4), 804-810.
Enright, K. A. (2009). Mathematics Instruction and Academic
English: Adapting Problems for Varying English Proficiencies. in
Carol Malloy (Ed.) Mathematics for Every Student, Responding to
Diversity, Grades 9-12 (pp29-38). Reston, VA: National Council of
Teachers of Mathematics.
Villalva, K. E. (2006). Hidden literacies and inquiry
approaches of bilingual high school writers. Written
Communication. 23(1), 91-129.
Villalva, K. E. (2006). Reforming high school writing:
Opportunities and constraints for Generation 1.5 writers. In P.
Matsuda, C. Ortmeier-Hooper & X. You (Eds.) The Politics of
Second Language Writing: In Search of the Promised Land (pp.
57-68). West Lafayette, IN: Parlor Press.
Angelelli, C., Enright, K., & Valdés, G. (2002).
Developing the talents and abilities of linguistically gifted
bilingual students: Guidelines for developing curriculum at the
high school level (RM02156). Storrs, CT: The National Research
Center on the Gifted and Talented, University of Connecticut.
Valdés, G; Angelelli, C; Enright, K; García, D; González, M.
(2002). The Study of Young Interpreters: Methods, Materials, and
Analytical Challenges, and the Performance of the Young
Interpreters on the Scripted Task. In Expanding Notions of
Giftedness: The Case of Young Interpreters of Immigrant
Communities. G. Valdés. Mahwah, NJ: Lawrence Erlbaum Associates.
Valdés, G; Enright, K. (2002). The Gifts and Talents of Young
Interpreters: Implications for Researchers and Practitioners. In
G. Valdés, Understanding the Special Giftedness of Young
Interpreters. (pp. 155-173). Storrs, CT: The National Research
Center on the Gifted and Talented, University of Connecticut.
2012-Present Associate Professor, University of California,
2006-2012 Assistant Professor, University of California,
2003-2006 Assistant Professor, University of North Carolina,
2001-2003 Cross-cultural, Language, and Academic Development
(CLAD) Coordinator, Stanford University
1999-2003 Teaching Assistant, Instructor, and Research
Assistant, Stanford University
1996-1998 Teacher (English Language Development, Spanish for
Native Speakers, 12th grade English, Spanish II), San Leandro
High School, CA
1995-1996 Bilingual and English as a Second Language Teacher,
Peabody Veterans Memorial High School, MA
Awards and Honors
Excellence in Teaching Award, Northern California Association
of Phi Beta Kappa, 2012
Citation for Excellence in Reviewing, Written Communication,
Graduate Student Association Award for Excellence in Service
to Graduate Students, UC Davis, 2011
Teaching and Mentoring Award, Graduate Group in Education, UC
Junior Faculty Development Grant Award, University of North
Current Activities and Service
Editorial Board: TESOL Quarterly
Editorial Board: Written Communication
Editorial Board: Education Sciences
Reviewer: American Educational Research Journal, Review of
Educational Research, Educational Evaluation and Policy Analysis,
The Modern Language Journal, Research in the Teaching of English,
Member: American Association of Applied Linguistics, American
Educational Research Association, Teachers of English to Speakers
of Other Languages
Member: UC Davis Extension TESOL Advisory Board
Member: UC Davis Designated Emphasis in Writing, Rhetoric,
and Composition Studies
Courses Taught at UC Davis
Introduction to Qualitative Research Methods
Academic Language and Literacies
Cultural Diversity in Education
Content Area Literacies
2008-2009, The Diverse Adolescent Literacies Project (Phase
II), Spencer Foundation Grant, University of California at Davis,
2007-2008, The Diverse Adolescent Literacies Project, UC
Language Minority Research Institute Grant, University of
California at Davis, Principal Investigator.
2004-2006, The Language of Math Project, University Research
Council Grant, University of North Carolina at Chapel Hill,
2002, Spencer Research and Training Grant, Stanford