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 needs.
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. 26(1), 35-51.
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. 20(3), 182-195.
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. 20(3), 167-181.
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, Davis
2006-2012 Assistant Professor, University of California, Davis
2003-2006 Assistant Professor, University of North Carolina, Chapel Hill
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, 2012
Graduate Student Association Award for Excellence in Service to Graduate Students, UC Davis, 2011
Teaching and Mentoring Award, Graduate Group in Education, UC Davis, 2008
Junior Faculty Development Grant Award, University of North Carolina, 2004
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, Written Communication
Member: American Association of Applied Linguistics, American Educational Research Association, Teachers of English to Speakers of Other Languages
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
2008-2009, The Diverse Adolescent Literacies Project (Phase II), Spencer Foundation Grant, University of California at Davis, Principal Investigator.
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, Principal Investigator.
2002, Spencer Research and Training Grant, Stanford University.