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

2021-present: Dissertation Fellowship, Center for Shakespeare in Diverse Classrooms (CSDC), School of Education, University of California, Davis

2018-present: Educating Teacher Educators (ETE) Fellow, California Teacher Education Research and Improvement Network (CTERIN), University of California, Office of the President

2018-2021: Senior Graduate Research Fellow, Center for Shakespeare in Diverse Classrooms (CSDC), School of Education, University of California, Davis        

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

Awards

Winter 2020 Outstanding Graduate Student Teaching Award (nominee), Graduate Studies, University of California, Davis

Spring 2018 Research Award, Graduate Group in Education, School of Education, University of California, Davis

2017 Award for Academic Distinction, UC Davis Graduate Group in Education, School of Education, University of California, Davis

Teaching Experience – University of California, Davis

Associate Instructor (School of Education)

  • EDU 150: Cultural Diversity and Education in a Sociopolitical Context (Winter 2022)
  • EDU 120: Philosophical and Social Foundations of Education (Fall 2021)
  • EDU 150: Cultural Diversity and Education in a Sociopolitical Context (Summer 2017, 2019, 2020, 2021)
  • EDU 120: Philosophical and Social Foundations of Education (Summer 2020, 2021)
  • 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, 2021, 2022)
  • 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

PEER-REVIEWED ARTICLES & BOOK CHAPTERS
  • Enright, K. A., Wong, J. W., & Sanchez, S. L. (2021). Gateway moments to literate identities. Journal of Literacy Research, 1-31. https://doi.org/10.1177/1086296X211052260 
  • Higgs, J. M., Athanases, S. Z., Patterson Williams, A.D., Martinez, D. C., & Sanchez, S. L. (2021). Amplifying historically marginalized voices through text choice and play with digital tools: Toward decentering whiteness in English teacher education. Contemporary Issues in Technology and Teacher Education, 21(3). https://citejournal.org/volume-21/issue-3-21/english-language-arts/amplifying-historically-marginalized-voices-through-text-choice-and-play-with-digital-tools-toward-decentering-whiteness-in-english-teacher-education 
  • Jasper, J. J., Dvorak, L. L., Athanases, S. Z., & Sanchez, S. L. (2021). Embodiment, emotion, and reflection: Resources for learning through drama. English Journal, 110(3), 39-46.
  • 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, 25(2), 236-255. https://doi.org/10.1080/13569783.2020.1730170 
  • Athanases, S. Z., Sanchez, S. L., & Martin, L. (2020). Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion. Teaching and Teacher Education, 88, 1-16. https://doi.org/10.1016/j.tate.2019.102970 
  • Athanases, S. Z., Sanchez, S. L., & Bronte, C. M. (2018). Teacher advocacy. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: Wiley, with TESOL International.
IN REVIEW
  • Sanchez, S. L., & Athanases, S. Z. (in review, September 2021). Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion.
  • Sanchez, S. L., Athanases, S. Z., Cahalan, O. L., & Houk, J. G. (in review, August 2021). Drama integration across subjects, grades, and learners: Insights from new teachers as inquiring reflective practitioners.
  • Houk, J. G., Athanases, S. Z., Cahalan, O. L., & Sanchez, S. L. (in review, August 2021). Embodied literacies through drama-based pedagogy. 
  • Athanases, S. Z., & Sanchez, S. L. (in review, July 2021). Principled practice for drama and theater arts with multilingual learners.
IN PROGRESS/SLATED FOR REVIEW, 2021-2022
  • Banes, L. C., Athanases, S. Z., Houk, J. G., & Sanchez, S. L. (in progress). PSTs’ first attempts at leading discussions: Collaborative meaning-making in the English classroom.
  • Sanchez, S. L., & Cahalan, O. L. (book chapter). Selected excerpts from Shakespeare: Discussing race and gender with elementary grades children
  • Athanases, S. Z., Sanchez, S. L., Aiello, L., & Morales, A. (in progress). Tensions and competing priorities in learning to lead discussions: English language arts preservice teachers inquiring in diverse classrooms. 
  • Athanases, S. Z., Houk, J. G., Sanchez, S. L., & Cahalan, O. L. (book chapter). Interrogating and infusing race in secondary classroom study of Shakespeare: A framework for design of k-12/teacher education modules.
  • Athanases, S. Z., & Sanchez, S. L. (in progress). Emotion, language, and discovery in culturally and linguistically diverse students’ rehearsals and performances of poetry.

Conference Presentations

  • Sanchez, S. L., Athanases, S. Z., Cahalan, O. L., & Houk, J. G. (in review, July 2021). Early-career teachers’ conceptions of drama/theater arts: Opportunities and promising practices in diverse classrooms. Manuscript submitted to the annual conference of the American Educational Research Association (AERA), scheduled for April 2022, in San Diego, CA. 

  • Houk, J. G., Athanases, S. Z., Cahalan, O. L., Sanchez, S. L. (in review, July 2021). Activating embodied literacies and ways of knowing through drama-based pedagogy. Manuscript submitted to the annual conference of the American Educational Research Association (AERA), scheduled for April 2022, in San Diego, CA.

  • Higgs, J. M., Athanases, S. Z., Patterson Williams, A.D., Martinez, D. C., & Sanchez, S. L. (in review, July 2021). Amplifying historically marginalized voices through texts and tools: Toward decentering whiteness in English teacher education. Manuscript submitted to the annual conference of the American Educational Research Association (AERA), scheduled for April 2022, in San Diego, CA.

  • 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.

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