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.
Prof. Margarita Jimenez-Silva’s research focuses on preparing and supporting teachers to work with culturally and linguistically diverse learners, especially in addressing emergent bilinguals’ linguistic and academic content development. More specifically, her research strands include teacher education pedagogy and curriculum, educational policy, and family/community engagement. Her research has been published by journals such as Harvard Educational Review, Childhood Education, and the Journal of Research on Childhood Education.
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.
Dr. Alicia Rusoja’s interdisciplinary research lies at the intersection of Latinx/Chicanx studies, critical education/critical literacy studies, and university-community/research-practice partnerships. As a Latina immigrant and activist-scholar, she employs participatory and critical community-based qualitative research methodologies to understand the immigrant rights organizing of Latinx immigrant youth, adults and families.