Teaching Philosophy
As a researcher and teacher educator, I orient my work around critical literacies, culturally (and linguistically) sustaining pedagogies, and anti-racist curriculum. I aim to facilitate experiences that enable current and future teachers and researchers to disrupt deficit narratives and damage-centered research. In my courses, I prioritizing frameworks that uplift the complex range of language and literacy practices of our students. As teachers, I believe we must approach our work with an understanding of power, privilege, and oppression, and how education can reinforce or disrupt these dynamics.
Courses Taught
Theoretical Perspectives & Research Methods
RES722: Research on Language and Literacy
School of Education, Wheelock College
Introduces varied approaches to language and literacy research. Provides experience with qualitative and quantitative data collection and analysis. Participants prepare analyses of assessment data and write research briefs for other teachers. Based on questions from their practice, students summarize existing literature and prepare a research proposal.
BI620: Educational Issues in Bilingualism
School of Education, Boston University
Explores the effect of language diversity on the education of school-aged students. Examines national and international theory, research, policy, and practice in teaching students who speak languages other than the national language.
EDUC7436: Curriculum Theories and Practice
School of Education, Boston College
Asks teachers to analyze the philosophical underpinnings of educational practices. Also asks teachers to examine their own philosophies of education and to construct meaning and practice from the interplay between their beliefs and alternative theories. Designed for individuals advanced in their professional development.
Language, Literacy, & Teaching Methods Courses
EDUC6346: Teaching Bilingual Students in Elementary Grades
School of Education, Boston College
Deals with the practical aspects of the instruction of teaching bilingual students in mainstream classrooms for elementary and early childhood education majors. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment.
TL525: Teaching English Language Learners in Middle/High School
School of Education, Boston University
Focus on current theory/research related to teaching English language learners and the implications for effective language, literacy, and content-area assessment and instructional practices in Sheltered English Immersion classrooms in middle/high schools. Planned for students seeking licensure in the content areas at the 5-12 level.
EDUC7473: Teaching Writing
School of Education, Boston College
Discusses developing and sustaining a writing curriculum for teachers in K-12, including a variety of pedagogical approaches to developing a sustained and enjoyable classroom writing culture. Grade is based on a portfolio of finished writing and a strategic plan for implementing writing protocols and ideas in the classroom.
HDF702: Language, Literacy, and Culture
School of Education, Wheelock College,
Explores the relationships between language and culture. Examines methods of helping linguistically diverse students develop literacy abilities within contexts that draw upon and extend home language competencies. Focuses both on native English speakers who speak non-mainstream varieties of English and on children who speak a first language other than English.
