I research the relationship between Latinx students’ everyday uses of language (English and Spanish) and their engagement in language and literacy practices in institutional settings (classrooms and professional work-study placements). 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 or workplace.
Jennifer Higgs is an Associate Professor of Learning and Mind Sciences and Language, Literacy, and Culture. Drawing from sociocultural learning theories and employing methodologies such as design-based research and survey research, she investigates young people’s and teachers’ sense-making of digital tools and ecologies that invite new forms of reading, writing, and participation; support structures that may help teachers facilitate equitable uses and understandings of digital technologies; and the spread and scale of educational innovations in our advanced digital age. Dr.
Danny C. Martinez is Associate Professor in the Language, Literacy, and Culture program area in the School of Education. His research explores the cultural and linguistic practices of Black and Latinx youth in literacy learning contexts, and teacher learning as it relates to leveraging youths’ rich communicative resources. His research is inspired by his experience as a literacy teacher in San Francisco and Los Angeles.
Maisha T. Winn’s research spans a wide variety of understudied settings including her earlier work on the literate practices extant in bookstores and community organizations in the African American community to her most recent work in settings where adolescent girls are incarcerated.