I focus on educational sociolinguistics in bilingual/multilingual contexts. Using qualitative and comparative lenses, I explore the mechanisms by which different approaches to linguistic diversity in public schools exacerbate or diminish existing educational inequities for language minority groups. The purpose of my scholarship is twofold: to identify the barriers experienced by bilingual immigrant and refugee students in school and to find avenues to diminish or eliminate those barriers.
In my research, I apply interdisciplinary theoretical and methodological perspectives informed by the fields of linguistics, sociology, and anthropology to center the identities and experiences of learners/educators across various geopolitical contexts and to facilitate deep understanding of sociolinguistic dynamics in schools.
Examining the Effectiveness of Biliterate Reading & Writing Strategies in a Two-Way Bilingual Program, 2018
Co-Principal Investigator. Funded by the American Educational Research Association Education Research Service Projects Program. $4,380. Co-PI: Meg Burns, Lesley University.
An Ethnography of Teacher Journeys in Newly Implemented Dual Language Program in East Boston, 2018
Principal Investigator. Funded by the Joseph P. Healey Research Grant Program at the
University of Massachusetts-Boston. $7,335.
Latino Success Project Year II, 2017-2018
Co-Investigator. Funded by the Massachusetts Department of Higher Education. $40,000. PI: Lorna Rivera. Co-Investigators: Fabián Torres-Ardila and Marison Negrón, University of Massachusetts-Boston.
Improving Content Learning for English Language Learners, 2014-2017
Project Faculty. Funded by the U.S. Department of Education, Title III – $1,836,000. Principal Investigator: Donaldo Macedo. Project Directors: Mary Cazabón and Fabián Torres-Ardila, University of Massachusetts-Boston.
Citizenship in Interaction: A Comparative Case Study of Civic and Linguistic Experiences in Multicultural Schools in Costa Rica and the United States, 2014
Principal Investigator. Dissertation research funded by Emory University’s Professional Development Support Funds. $2,500.