Student Profile

Sergio L. Sanchez

Ph.D. Candidate - Language, Literacy & Culture; Designated Emphases: Writing, Rhetoric and Composition Studies & Second Language Acquisition

I am interested in working with underrepresented populations to understand the processes that enhance (or hinder) their opportunities to access higher education. I am also interested in studying the benefits of drama and poetry in culturally and linguistically diverse classrooms for language acquisition and writing.

Research Interests

  • Low-income students
  • Educational Equity
  • Higher Education
  • Teacher Education
  • Second Language Acquisition
  • Literacy and Technology
  • Drama in Education
  • International Students

Education

Current Ph.D. Candidate in Education – Language, Literacy & Culture, University of California, Davis 

2013 – English as a Second Language, Licenciatura – Universidad CAECE, Buenos Aires, Argentina

2008 – English  Teacher  Training  Course - Teacher Training College Ángel Cárcano, Reconquista, Argentina 

Faculty Advisors

Dr. Steven Athanases, primary advisor

Dr. Kerry Enright, secondary advisor

Fellowships

2016 – 2019: Teaching Assistant Consulting Program at the Center for Educational Effectiveness (CEE)

Awards

2017 Award for Academic Distinction (UC Davis Graduate Group in Education)

Teaching Experience – University of California, Davis

Associate Instructor (School of Education)

  • EDU 150: Cultural Diversity and Education in a Sociopolitical Context (Summer 2017, 2019, 2020)
  • EDU 120: Philosophical and Social Foundations of Education (Summer 2020)
  • EDU 152: Communication Skills for Bilingual Teachers (in Spanish) (Winter 2020)
  • EDU 110: Educational Psychology: Learning, human development, and schools (Summer 2017)
  • EDU 198: Understanding the University Experience (2018-2019)

Teaching Assistant (School of Education)

  • EDU 065: Foundations for University Success: International & Transfer Students American Culture & the University Experience (Fall 2017)
  • EDU 150: Cultural Diversity and Education in a Sociopolitical Context (Spring 2017)
  • EDU 098/198: Foundations for University Success: International & Transfer Students American Culture & the University Experience (Spring 2017)
  • EDU 098/198: Foundations for University Success: International & Transfer Students American Culture & the University Experience (Winter 2017)
  • EDU 098/198: Foundations for University Success: International & Transfer Students American Culture & the University Experience (Fall 2016)
  • EDU 120: Philosophical and Social Foundations of Education (Spring 2016)
  • EDU 150: Cultural Diversity and Education in a Sociopolitical Context (Spring 2016)
  • EDU 120: Philosophical and Social Foundations of Education (Winter 2016)
  • EDU 110: Educational Psychology: Learning, human development, and schools (Fall 2015)

Publications

  • Enright, K. A., Wong, J., & Sanchez, S. L. (under review). “I speak Mexican English”: Gateway moments to literate identities. Journal of Literacy Research.
  • Jasper, J. J., Dvorak, L. L., Athanases, S. Z., & Sanchez, S. L. (accepted). Exploring characters, conflicts, and perspective-taking through classroom drama and reflection. English Journal.
  • Athanases, S. Z., & Sanchez, S. L. (2020). Seeding Shakespeare and drama in diverse 21st-century classrooms through a cross-national partnership: New teachers’ challenges and early practices. International Journal of Education & the Arts, 21(23), 1-27. http://doi.org/10.26209/ijea21n23
  • Athanases, S. Z., & Sanchez, S. L. (2020). ‘A Caesar for our time’: Toward empathy and perspective-taking in new teachers’ drama practices in diverse classrooms. Research in Drama Education: The Journal of Applied Theatre and Performance, 1-20. doi: 10.1080/13569783.2020.1730170
  • Athanases, S. Z., Sanchez, S. L., & Martin, L. (2020). Saturate, situate, and synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion. Teaching and Teacher Education, 88, 1-16. doi: 10.1016/j.tate.2019.102970
  • Athanases, S. Z., Sanchez, S. L., & Bronte, C. M. (2018). Teacher advocacy. In J. I. Liontas (Ed.), TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley, with TESOL International.

Conference Presentations

  • Sanchez, S. L., Athanases, S. Z., Banes, L. C., & Houk, J. (2020). Engagement/disengagement in English class discussions: Preservice teachers noticing, theorizing, and planning for meaningful talk. Roundtable session for the annual meeting of the American Educational Research Association (AERA), San Francisco, CA. Available at http://tinyurl.com/w668t32 (Conference Canceled).

  • Banes, L. C., Houk, J., Athanases, S. Z., & Sanchez, S. L. (2020). Sharpening diverse micro-genres of discourse in preservice teachers’ first attempts at dialogic instruction. Paper session for the annual meeting of the American Educational Research Association (AERA), San Francisco, CA. Available at http://tinyurl.com/vorpzm3 (Conference Canceled).

  • Sanchez, S. L., Athanases, S. Z., & Guzel, M. C. (2019). Social justice possibilities of classroom drama across subjects and grades: New teachers’ conceptions and early practices. Paper presented at the annual meeting of the American Educational Research Association (AERA), Toronto, ON, Canada.

  • Athanases, S. Z. & Sanchez, S. L. (2019). Challenges for preservice teachers in learning to lead discussions: Inquiry in diverse classrooms. Paper presented at the annual meeting of the American Educational Research Association (AERA), Toronto, ON, Canada.

  • Athanases, S. Z., Sanchez, S. L., Rosa, R., & Holmes, P. V. (2018). Classroom drama for literacy engagement and social justice explorations: New teachers’ first attempts in diverse classrooms. Paper presented at the annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

  • Athanases, S. Z., & Sanchez, S. L. (2018). Collective inquiry as a scaffold for learning to lead discussions in diverse classrooms. Paper presented at the annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

  • Enright, K. A., Sanchez, S. L., & Wong, J. (2018). Integrating literacies in ELA: Promise and pitfalls. Paper presented at the annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

  • Silverman, S. E., Sanchez, S. L., & Esqueda, M. C. (2018). The mid-quarter inquiry: Leveraging student feedback to support graduate instructors’ continuous improvement and reflective practice. Poster presented at the Scholarship Of Teaching And Learning Conference (SOTL), Davis, CA.

  • Sanchez, S. L. & Athanases, S. Z. (2018). Emotion, language, and discovery in culturally and linguistically diverse students’ rehearsals and performances of poetry. Roundtable session presented at the annual meeting of the American Educational Research Association (AERA), New York, NY.

  • Athanases, S. Z., Martin, L., Bronte, C. M., & Sanchez, S. L. (2017). Complexity, coherence, and reconstruals of knowledge and practice in curricular conversations in teacher education. Roundtable session presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, TX.

  • Martin, L., Athanases, S. Z., Bronte, C. M., & Sanchez, S. L. (2017). Creating visual representations to support learning in the “messy” domain of teaching. Poster session presented at the annual meeting of the American Educational Research Association (AERA), San Antonio, TX.

  • Athanases, S. Z., Martin, L., Bronte, C. M., & Sanchez, S. L. (2016). Resources, inquiry, and cartography: Developing knowledge for teaching challenging ELA topics with diverse youth. Paper presented at the annual meeting of the Literacy Research Association (LRA), Nashville, TN.

Log in

Commands