STEVEN PAUL ALVAREZ
Department of Writing, Rhetoric, and Digital Studies
University of Kentucky
1313 Patterson Office Tower
Lexington, KY 40506-1072
Ph.D., English, The Graduate Center, City University of New York (CUNY), 2012
Dissertation: “Brokering Literacies: An Ethnographic Study of Languages and
Literacies in Mexican Immigrant Families”
Committee: Ira Shor (Chair), Ammiel Alcalay, Rebecca Mlynarczyk
M.Phil., English, The Graduate Center, CUNY. Conferred with distinction, 2009
B.A., Creative Writing, University of Arizona. Magna cum Laude, 2003
B.A., English Literature and Composition, University of Arizona. Magna cum Laude,
Assistant Professor, University of Kentucky
Department of Writing, Rhetoric, and Digital Studies
College of Arts and Sciences
Translanguaging Tareas: Mexican Immigrant Families Brokering Homework Literacies
My current book manuscript is framed in ethnography, bilingualism, family studies, sociolinguistics and discourse analysis. Translanguaging Tareas studies a grassroots family literacy/community mentoring program that connected immigrant language minority parents with English language mentors who helped emerging bilingual children with homework and encouraged positive academic attitudes. The ethnography localizes accounts of literacies practices, language brokering, advocacy, community-building, and mentorship among Mexican-origin immigrant families at a struggling but stable neighborhood after-school program in New York City. I argue that for these families, dominant models of measurable school aptitudes and literacy practices fundamentally developed in course with social hopes of educational achievement, which the program supported. The program offered a model of family and mentor involvement for after-school educational programs assisting bilingual learners that value day-to-day translanguaging repertoires of immigrant families.
Confidence in Community Literacies
This book project speaks to the scholarly definitions and terms used to refer to linguistically diverse students, their social networks, and their literacy practices in everyday language and with narrative-driven explanations. I make specific suggestions for K-12 English teachers about how to reach and help emergent bilingual students become more confident readers and writers. I write from a position of understanding on the part of teachers, knowing well that not all are fluently bilingual or have formal professional development in teaching emergent bilingual students, and thus not always adequately prepared to meet the challenges of this increasing demographic of students in classrooms across the country. Confidence in Community Literacies directly addresses teachers who are learning about emergent bilingual students, offering these instructors suggestions for approaching, engaging, and partnering with students’ communities to design culturally sustaining pedagogies of resilience and hope that make productive use of the literacy abilities students bring to schools. The book also dares experienced teachers and those with bilingual abilities to further innovate and refine methods for translingual literacy measures and assessment strategies.
The Languages and Literacies of Latino Immigrant Families in Kentucky
This ethnography studies the homework intervention program sponsored by a public library and aimed at Latino elementary, middle, and high school students. The participants in this ethnographic research project are from ten Latin American-origin immigrant families interacting with eleven adult core volunteer staff at a community after-school homework assistance program in Fayette County, Lexington, Kentucky. The program offers free evening, after-school K-12 tutoring services that promote active family participation in education outside of a school setting. The program is sponsored by the branch of a public library located in a notoriously dangerous neighborhood in one of the city’s “Little Mexico” enclaves. For nearly a decade, the program has mediated between local Latino immigrant families and the larger Mexican community in the area, as well as between families and local institutions, primarily the formidable local public schools. As a safe space for families away from schools to speak about schools, the program offers one avenue for immigrant parents to discourse with one another and participate in their children’s educations openly in Spanish.
Black and Latino Male Dialogues About College
Currently in the proposal stages, this qualitative study will be guided by three related research objectives. The first objective is to identify the meanings African American and Latino males involved in a dialogue-oriented mentorship intervention assign to their college experiences at the University of Kentucky. The focus will be to identify how dialogues engage African American and Latino men attending the university, and how dialogues build community. This is important because although graduation rates appear to be on the rise, completion of college may still be regarded as a challenge. The second objective is to identify ways in which beliefs about these views are passed down through generations and potential influences they may have on those students currently attending the college. This objective was motivated by the belief that the Black and Latino Male Initiative dialogues increase academic self-perceptions, involvement, and increase the likelihood of dropping out, thus significantly increasing college success. The third objective is to identify how African-American and Latino masculinities involved in the Black and Latino Male Initiative dialogues view what it means to be a man and if this outlook affects their educational perceptions. The third research objective is important because many African American and Latino males feel pressures from peers who believe that being a high achiever and being intelligent is not masculine and may conflict with hegemonic masculine cultural norms.
UNIVERSITY TEACHING EXPERIENCE
University of Kentucky
Writing, Rhetoric, and Digital Studies
Lexington, KY, August 2012-Present
Research focus in community writing, ethnography, and literacy studies in greater Lexington-area region
Pedagogical practices encapsulating student-led fieldwork into communities and multimodal digital writing
Service learning mentoring and integration of undergraduates with community service opportunities
Volunteer service to Lexington’s local Latino communities and connecting communities to the UK campus
Queens College, City University of New York
Graduate Teaching Assistant Fellow
CUNY Chancellor’s Fellow
Queens, New York City, NY, August 2006-August 2012
Instructed two sections of English courses each semester, topics ranging from introduction to composition, to creative non-fiction prose, advanced essay writing, and Latina/o and Latin American literatures and migrations
Incorporated multi-media texts for study in each class to expand the modes and genres of textuality and intertextuality through blogging
Maintained and implemented web discussion boards and blogs for further student interaction beyond the traditional classroom and to foster awareness of various modes of literacy
Consulted for the Composition Program in implementing new curricular standards for First-Year Composition
Borough of Manhattan Community College, City University of New York
CUNY Chancellor’s Fellow
Manhattan, New York City, NY, August 2005-May 2006
Instructed three sections of First-Year Composition
Evaluated and assessed student performance of rhetorical analyses, textual interpretations, and researched arguments
Created syllabi and generated assignments for courses, including analyses of extra-literary texts such as Tlingit totem poles, advertisements, student newspapers, and oral narratives
COMMUNITY TEACHING AND VOLUNTEER SERVICE
Black and Latino Male Initiative, University of Kentucky
Lexington, KY, March 2013-Present
Mentored students and promoted the diversity program to further college retention for underrepresented students
Participated in monthly meetings with students to discuss topics relevant to their immediate experiences at the university and in the community
Advocated for BLMI program and students at 2013 Southern Regional Education Board Mentorship Institute
Kentucky Latino Education Alliance, Bluegrass Community and Technical College, Hispanic Outreach
Core Team member, communications workgroup, Promesa mentor, grant consultant
Lexington, KY, October 2012-Present
Core team chair for a cross-sector, cross-agency partnership dedicated to increasing the number of Latinos who obtain a high quality degree or credential in Kentucky
Fostered Latino postsecondary degree attainment in an effort to uplift the Latino community which will, in turn, enrich the overall Kentucky economy and insure a bright future for the Commonwealth
Evaluated grant proposals for sub-grant funding to local organizations serving the Kentucky Latino population
Latino Outreach Leaders, Paul Laurence Dunbar High School
Volunteer Writing Instructor
Lexington, KY, September 2012-Present
Instructed writing workshops among 20 Latino high school students interested in collaborating on a book-length project showcasing their creative writing and artwork
Incorporated creative writing methods with text models from U.S. Latino Literature canon while encouraging young writers to explore their cultural identities through writing
Collaborated with the local high school teachers and staff to produce a publication written by and for local Latino youth
Lexington Public Library, Village Branch
Mentor, Family Literacy Consultant
Lexington, KY, August 2012-Present
Mentored and tutored local elementary, middle, and high school students with homework in Spanish and English
Partnered and implemented early child bilingual literacy program for pre-school-age children and parents
Formed working relationships between local Latino community, the public library, and the University of Kentucky Martin Luther King, Jr. Center
Oficina del Inmigrante Solidaridad e Información (OISI)
Deferred Action for Childhood Arrivals (DACA) Legal Clinic Volunteer
Lexington, KY, September 2012-Present
Participated in paralegal training for DACA legal clinics in region
Provided legal assistance and advice for DACA applicants
Translated materials and questions for DACA applicants and families
Met with local, state, and national politicians concerning immigration reform and raising public awareness
Shanghai University, Baoshan Campus
Summer Teaching Exchange Instructor
Shanghai, China, June 13-28, 2014
Instructed autobiographical composition to undergraduates studying English in exchange program
Extended digital literacies through use of social media and ethnographic methods for writing about identity and culture
Served as goodwill ambassador to faculty and students in China on behalf of the University of Kentucky
Booker T. Washington Academy (partnering with The Carnegie Center for Literacy and Learning)
Volunteer Homework Tutor, Homework Outreach
Lexington, KY, September 2012-May 2013
Served as homework outreach into local public schools for the Carnegie Center after-school support initiative
Tutored and mentored elementary school students with homework and school-related concerns
Assisted bilingual students with homework and translated Spanish and English for parents and teachers
Mexican American Students’ Alliance/Mexican Education Foundation
Mentor, English as Second Language Volunteer Instructor
Mott Haven, New York City, NY, 2006-2012
Volunteered as a mentor and English instructor for an after-school program serving Mexican American families living in NYC
Organized and assessed language skills in order to develop a bilingual curriculum incorporating significant elements of translation and family involvement
Instructed adult ESL courses
Actively charted the progress of literacy skills developed within bilingual family support framework
Queens School of Inquiry
Writing Instructor http://qsisummer2011.qwriting.org/
Flushing, Queens, New York City, NY, Summer 2008, 2009, 2011, 2012
Planned and instructed a two-week intensive writing course for an 8th grade summer bridge program organized around the culture of higher education
Introduced students to the variations of conceptualizing the importance of college and how economics structure inequality among educational institutions
Guided students to produce a “personal statement” for use in college admission applications
Instituto Heslington—New York/Mexico
English as Second Language Instructor
Tehuacán, Puebla, Mexico, June-August 2008
Planned and implemented English lessons for intermediate and advanced level students focusing on poetics, reading, phonics, and writing comprehension
Developed models of critical literacy for applying limited English usage in familiar cultural contexts
Conducted research with teams of students concerning questions of immigration, legal status, and economic opportunities within Mexico and abroad
COLLEGE COURSES TAUGHT
Assistant Professor, University of Kentucky, 2012-Present
UK Core 380: U.S. Citizenship: Composing Autoethnography (2 sections)
English 205: Composing Ethnography (1 section)
WRD 111: Composition and Communication II (2 sections)
WRD 110: Composition and Communication I (2 sections)
Reading and Writing News
Arts & Sciences 100: Mexington, Kentucky (1 section)
Graduate Teaching Fellow, Queens College, CUNY, 2006-2012
English 391: Senior Seminar: Literatures of the Americas (1 section)
English 384: Aspects of the Novel: Narratology (1 section)
English 379: Transnational/Post-Colonial Literature: Trans-Latina/o Literatures
English 363: Global Literature: Experimental Hispanic Literatures (2 sections);
Latin American Literature in English (1 section); Inventing the Americas:
Rhetorics and Literatures (1 section)
English 255: World Literature: Latina/o Literatures; Migrations Across the
Americas (4 sections)
English 211: Non-Fiction Prose: Autoethnography and Narrative (1 section)
English 200: Advanced Essay Writing: Genre, Theory, and Voice (1 section)
English 120: Composition II: Literacy and Technology (1 section)
English 110: Composition I: Ethnographic Composition (12 sections)
http://ethnographyspring2011.qwriting.org/, http://ethnographiccomp.qwriting.org/, http://ethnography.qwriting.org/
Adjunct Lecturer, Borough of Manhattan Community College, CUNY, 2005-2006
English 101: First-Year Composition (3 sections)
AWARDS AND HONORS
Rane Arroyo Poetry Prize, 2013
Society for Hispanic Humanistic Anthropology Ethnographic Poetry Competition, honorable mention, 2013
Nominated by Blue Mesa Review for Sundress Press Best of the Net poetry anthology, 2012
Finalist Andrés Montoya Poetry Prize, 2012
Distinguished Work in Composition and Rhetoric Dissertation Award, English Department, CUNY Graduate Center, 2012
Conference on College Composition and Communication Scholars for the Dream Award, 2012
English Department, Graduate Center CUNY, Morton Cohen Award for Dissertation Research, 2011
Graduate Center CUNY Dean K. Harrison Award Recipient, 2005, 2011
CUNY Graduate Center Advocate Poetry Contest Winner, 2011
Poetry Society of America “Bright Lights, Big Verse: Poetry of Times Square” Poetry Award, 2008
University of Arizona College of Humanities Distinguished Senior Award, 2003
Conference on English Education Cultural Diversity Grant ($500)
Education Abroad Program Start-Up Grant, 2014, University of Kentucky ($1,200)
Cross-Disciplinary Research Collaboration Diversity Grant, 2013-2014, University of Kentucky, College of Arts and Sciences ($1,200)
Conference on College Composition and Communication Scholars for the Dream Travel Grant Recipient, 2012 ($750)
Modern Language Association Travel Grant Recipient, 2012 ($500)
Northeast Modern Languages Association Travel Grant Recipient, 2011, 2012 ($250)
Graduate Center CUNY Doctoral Research Grant Recipient, 2010-2011 ($800)
Graduate Center CUNY Doctoral Research Travel Grant Recipient, 2007, 2010 ($600)
National Council of Teachers of English Cultivating New Voices Among Scholars of Color Fellowship Recipient, 2014-2016
American Association of Hispanics in Higher Education Conference Faculty Fellowship Recipient, 2013
Queens College CUNY Graduate Assistant Fellowship A, 2009-2012
Queens College CUNY Writing Research Fellowship, 2010
Honorable mention, Ford Foundation Fellowship, 2008
Graduate Center CUNY Graduate Teaching Fellowship, 2006-2009
Graduate Center CUNY Chancellor’s Fellowship Recipient, 2005-2009
Book Manuscripts and Major Projects in Progress
Translanguaging Tareas: Mexican Immigrant Families Brokering Homework Literacies (proposal in progress).
This ethnography argues that for immigrant families, homework practices expand emergent bilingual students’ translanguaging repertoires as they develop experiences communicating English language schoolwork to Spanish dominant parents and siblings.
The Languages and Literacies of Latino Immigrant Families in Kentucky (drafting).
This monograph details the literacy practices of Latino-Latin American families as they receive educational support at a public library located in an emerging immigrant enclave.
Living Out Loud: Our Stories, Our Struggles 2 (editor). Wrdography/Amazon, 2014.
Living Out Loud: Our Stories, Our Struggles 1 (editor). Wrdography/Amazon, 2013.
The Xicano Genome: Ulises, los Panhcos, e Ysrael (novel in verse). Editorial Paroxismo,
The Pocho Codex: Piercing an Amurkan Poetic Historiography (novel in verse). Editorial Paroxismo, 2011.
Six Poems from the Codex Mojaodicus (poetry). Seven Kitchens Press (2014).
Transnation Translation (poetry). Centrifugal Eye, 2012.
“Translanguaging Las Tareas: Emergent Bilingual Youth Language Brokering Homework in Immigrant Families.” Language Arts (2014).
“Arguing Academic Merit: Meritocracy and the Rhetoric of the Personal Statement.” Journal of Basic Writing (2012).
“Brokering Expectations: Negotiating Language, Power, and Education in Mexican Immigrant Families.” Literacy in Composition Studies (abstract accepted, article submitted).
Book Chapters Published
“Language Brokering in Practice: Linguistic Power, Biliteracy Events, and Family Life.”
Readings in Language Studies, 2012. P.C. Miller, J.L. Matzke & M. Mantero (Eds.), pp. 151-173. Grandville, MI: International Society for Language Studies.
“‘Education Not Deportation!’: The Pedagogical Possibilities of Teaching DREAMer Rhetoric to Emergent Bilinguals” DREAM Act Activists and Teacher Allies (accepted). S. Wong, A.M. Foerster, L. Dodson, & E. Gosnell (Eds.).
“Brokering the Immigrant Bargain: Negotiating Language, Power, and Identity in Mexican Immigrant Families.” CUNY Institute of Mexican Studies Second Annual Conference, John Jay College, City University of New York, 2013.
“Brokering Community: Addressing Mexican Immigrant Community Needs and Facilitating Community Involvement.” National Association of Chicana and Chicano Studies Annual Conference, 2013.
“The Many Modalities of Qwriting Experience: Blogging Composition at Queens
College.” Revisions: A Zine on Writing at Queens College, vol. 8 (Spring 2011):
“James Joyce, Instructor’s Guide.” The Broadview Anthology of British Literature: The
Twentieth Century and Beyond, From 1900 to World War II. Toronto, ON:
Broadview Press, 2007.
“Samuel Beckett, Instructor’s Guide.” The Broadview Anthology of British Literature:
The Twentieth Century and Beyond, From 1900 to World War II. Toronto, ON:
Broadview Press, 2007.
“Race in the UK Classroom.” Race and composition pedagogy resources, 2013. http://ukywrd.wordpress.com
“The UK Ethnography Database.” Collection of University of Kentucky student ethnographies, 2012.
“Mexington, Kentucky.” Fieldwork from community engagement in Kentucky Latino communities, 2012.
“Recalling the Past: Morenci Mine Strike of 1983.” Defining the Southwest History
Exhibits, University of Arizona, 2000.
“Bat” The Offending Adam (2014).
“Pink Eye.” The Newer York (2014).
“C (cx/c [cc/x]) C/X (¡!)” Shuf (2013).
“Conversations with DFW.” The Newer York (2013).
“Homophonic Translation of Rimbaud.” Drunken Boat (Fall 2011).
“& fifteen twenty-two” Ground: Protest Poetry Anthology (forthcoming).
“D. Rivera.” Ground: Protest Poetry Anthology (forthcoming).
“From Chaley Way.” EAOGH (forthcoming).
“from My Sweet Conquistador.” Journal of American Studies of Turkey (forthcoming).
“NEW ORDER AS TRANSLATED FROM THE ORIGINAL GERMAN.” Ground:
Protest Poetry Anthology (forthcoming).
“STRIKER & DAVIES SHOOTING THE SHIT.” Ground: Protest Poetry Anthology (forthcoming).
“1992/5th Sun/our present” The Offending Adam (2014).
“2000/5th Sun/Our Present” Anthropology and Humanism (2014).
“bordertracks” The Newer York (2014).
“Four Poems from the Xicano Genome.” Berkeley Review (2014).
“Ahora Chamacos” Drunken Boat (Winter 2014).
“AZtexts: an interpretation” Fence (Winter 2014).
“Carchitexturas.” Lowriting: Shots, Rides, & Stories from the Chicano Soul
“fieldnote.” Reflections: A Journal of Public Rhetoric, Civic Writing, and Service
“GLOBAL” Fence (Winter 2014).
“South Sixth Tucson Summer.” Lowriting: Shots, Rides, & Stories from the Chicano Soul (2014).
“Fourth Sun.” Bones Anthology (2013).
“MS Letter holdings of Pancho Chastitellez estate / 5 Aug 1971.” Voicemail Poems (2013).
“Screaming South Down MEX 85.” Bones Anthology (2013).
“the blood of this body.” Infinity’s Kitchen (Winter 2013).
“Four Poems” Kuikatl (Fall 2012).
“& NOW niños” phati’tude Literary Magazine (Winter 2012).
“her visage arrived all at once.” Blue Mesa Review (Winter 2012).
“That Great Amurkan Prophet” Label Me Latina (Spring 2012).
“1962 / 5th sun / Our present” Ishaan Literary Review (Winter 2011/2012).
“2021” Ishaan Literary Review (Winter 2011/2012).
“niños, niños” Movimiento Paroxista, 1.1 (Summer 2011).
“y ¿LA PELONA?” Movimiento Paroxista, 1.1 (Summer 2011).
“& the Baldy?” Acentos Review (May 2011).
“Canto Florida.” Moria, 13.3 (Fall 2011).
“Chaley Way.” In Xochitl in Kuikatl (Spring 2011).
“Five Poems.” GC Advocate (May 2011).
“La Pelona.” Acentos Review, 1.2 (Spring 2011).
“Two Poems.” Otoliths (2011).
“Tres Punto Dos.” L.E.S. Review, 1.2 (Spring 2011).
“Of Human Sacrifice & Sacrificial Descent Into Hell.” L.E.S. Review, 1.1 (Winter 2010).
“1595 / 12 wind.” Hinchas de Poesia 3 (Fall 2010).
“2010 / 5th sun / our present.” Hinchas de Poesia 3 (Fall 2010).
“Nadja.” Meta-4 (Fall 2010).
“Ungrateful Biped.” Meta-4 (Fall 2010).
“& So Tío & Chaley.” Fence Magazine, 13.1 (Summer 2010).
“Translations from the Social.” Shampoo 34 (Summer 2008).
“The Most Common Story in All Literature.” Inside Passages 5 (Fall 2006).
“ravens & eagles & seagulls rain still falls (flatly.” Inside Passages 4 (Fall 2005).
“Alas A(k)mericana.” Inside Passages 4 (Fall 2005).
“Diversity at Home: A Trip To Mexington with Steven Alvarez.” College of Arts and Sciences, University of Kentucky, 2014.
“Q&A: Steven Alvarez: The Xicano Genome: What is It? and Where It Comes From.” Hispanic.com, 2013.
“Steven Alvarez” Arte Latino Now, College of Arts and Sciences, Center for Latino Studies, Queens University of Charlotte, 2013.
“Compose Yourself: UKC 380 with Steven Alvarez.” College of Arts and Sciences, University of Kentucky, 2012.
“New Faculty 2012: Meet Steven Alvarez.” College of Arts and Sciences, University of Kentucky, 2012.
PRESENTATIONS AND INVITED TALKS
“Translingual Literacies and English Language Mentorship.” Shanghai University, English Department, Shanghai, China, 2014.
“Mexican Immigrant Families Negotiating Languages, the Immigrant Bargain, and Power.” International Society for Language Studies Conference, San Juan, Puerto Rico, 2013.
“Critical Autoethnography and the Reflexive Study of Rhetorics, Literacies, and Languages.”
Ninth International Congress of Qualitative Inquiry. University of Illinois at Urbana- Champaign, 2013.
“Brokering Dominant Literacy Sponsorship: Culturally Accommodating Linguistic Differences
in Immigrant Families.” International Society for Language Studies Conference,
Oranjestad, Aruba, 2011.
“Migrations Between Disciplines: Opening Sources of Transnational Literacy Studies Across Fields.” Conference on College Composition and Communication, Indianapolis, IN, 2014.
“Translanguaging Tareas: Shuttling Across Languages at a Community Afterschool Program.” Rhetoric Society of America, San Antonio, TX, 2014.
“Translanguaging Tareas: Emerging Bilingual Youth Language Brokering Homework.”
American Educational Research Association. Philadelphia, PA, 2014.
“Brokering Community in Mexington.” College Language Association, Lexington, KY, 2013.
“Composition and Hemispheric Studies: Inventing Student Criticism of Literary Americas.” Modern Language Association, Seattle, WA, 2012.
“K-12 to College: How Can We Promote Success of Latino Males in Higher Education?” Southern Regional Education Board, Arlington, VA, 2013.
“Language Brokering, Linguistic Power, and Family Life.” Northeast Modern Language
Association Convention, St. John Fisher College, Rochester, NY, 2012.
“Translating Dissent: On Language Brokering and Power Relations in First-Generation
Immigrant Families.” Conference on College Composition and Communication, St. Louis, MO, 2012.
“Brokering the Immigrant Bargain: Negotiating Language, Power, and Identity in Mexican and
Mexican American Families.” Pennsylvania State University Annual Rhetoric Conference,
State College, PA, 2011.
“Language Brokering In Practice: Translation Events in Nicholasa Mohr’s Nilda.” Northeast Modern
Language Association Convention, Rutgers University, New Brunswick, NJ, 2011.
“Language Brokering, Bilingual Exchange and Biliteracy Events of Mexican Mothers and
Mexican American Children.” College English Association National Conference, Pittsburgh, PA, 2009.
“Two Lowriting Poems.” Invited reader, John Valenzuela Center, Tucson, AZ 2014.
A Conversation About Immigration Reform with U.S. Senator Rand Paul.” Oficina del Inmigrante Solidaridad e Información, Lexington, KY, 2013.
“Brokering the Immigrant Bargain: Negotiating Language, Power, and Identity in Mexican Immigrant Families.” CUNY Institute of Mexican Studies Annual Conference, John Jay College, City University of New York, 2013.
“Communicating the new Kentucky Latino Educational Alliance Website: Centralized Information for Partners.” Kentucky Latino Educational Alliance Annual Latino Student Success Conference, 2013.
“Critical Autoethnography and the Reflexive Study of Rhetorics, Literacies, and Languages.” Border Rhetorics Symposium, University of Arizona, Tucson, AZ, 2013.
“From The Pocho Codex and The Xicano Genome.” Invited reader, Poetry Project at St. Mark’s, NY, NY, 2013.
“From The Xicano Genome.” Featured poetry reading, Editorial Paroxismo, McNally-Jackson Books, NY, NY, 2013.
“In Our Own Words: Our Stories, Our Struggles: The Importance of Education in the Lives of Latino and Immigrant Youth.” Featured poetry reading, Bluegrass Community and Technical College, Lexington, KY, 2013.
“Language Brokering in Practice." Ethnography in Education Research Forum, University of Pennsylvania Graduate School of Education, Philadelphia, PA, 2013.
“MANOS: A Model for Linguistic Community and Family Involvement.” Institute for Language Education in Transcultural Context, CUNY Graduate Center, NY, NY, 2013.
“Translanguaging Tareas.” Symposium for the Study of Writing and Teaching Writing, University of Massachusetts, Amherst, MA, 2013.
“The Mexican American Pocho and Pocho Spanish.” Guest lecture for Spanish 323, Hispanic
Studies, University of Kentucky, 2013.
“Going On the Job Market.” Invited speaker. CUNY Pipeline Magnet Mentor Development
Workshop, Office of Educational Opportunity and Diversity Programs, CUNY Graduate Center, NY, NY, 2012.
“The Many Modalities of Qwriting Experience: Blogging First-Year Composition.” Annual
CUNY General Education Conference: Journeying Through General Education, York
College, CUNY, NY, NY, 2011.
“Intergenerational Power Relations in Bilingual Families” and “Language Brokering and
Negotiation of Translation in Bilingual Families.” The Educational Needs and Strengths of Mexican Youth and Families Conference, Teacher’s College, Columbia University, NY, NY, 2009.
“Introducing the Mexican American Students’ Alliance.” Leadership in the Mexican American
Community Seminar Series, NY, NY, 2007.
“Constraining Orders: Writing Through Free-Writing.” Oregon Conference on Rhetoric and
Composition, La Grande, OR, 2007.
“Teaching CUNY.” Invited presenter. CUNY Graduate Center English Department Student
Recruitment Panel, NY, NY, 2007.
“Welcome to Composition: First-Year Reflection.” Borough of Manhattan Community College
Pedagogy Conference, NY, NY, 2005.
“Constructing the Self-Destructive Narrating Presence: Focalization in Alain Robbe-Grillet’s
Jealousy.” University of Arizona English Undergraduate Conference, Tucson, AZ, 2003.
“Exploring Latinidad in the Mid-West.” Co-organizer. National Council of Teachers of
English/College Conference on Composition and Communication Latina/o Caucus Workshop, Indianapolis, IN, 2014.
“Lumina Latino Student Success Annual Meeting.” Invited participant. Lumina Foundation, Washington, DC, 2013.
“Accelerating Latino Student Success.” Excelencia in Education, Washington, DC, 2013.
“Teaching Race in the UK Classroom.” Invited speaker. Writing, Rhetoric, and Digital Studies Teaching Assistant Orientation, Lexington, KY, 2013.
“Smitherton-Villanueva Writing Retreat.” Invited participant. Writing, Rhetoric, and Digital Studies, Lexington, KY, 2013.
“Writing the College Admissions Personal Statement.” Invited instructor. Latino Multicultural
College Fair, Transylvania University, Lexington, KY, 2012.
“Tutoring Methods as Family Mentorship.” Mexican American Students’ Alliance-Mexican
Educational Fund Mentor Training, Baruch College, NY, NY, 2011.
“Integrating Technology into the Composition Classroom (and Beyond the Classroom).” Invited
speaker. Faculty Development Workshop, Writing Across the Curriculum, LaGuardia Community College, CUNY, NY, NY, 2008.
“Academic Discourse and Misunderstanding: An Example of Student-Driven Autobiographies.”
Invited speaker. Faculty Development Workshop; Queens College CUNY, NY, NY,
“First-Day Anxieties.” Invited presenter. Faculty Development Workshop, Queens College
CUNY, NY, NY, 2007.
“From Effect to Cause: Curriculum Building.” Invited speaker. Pedagogy
Workshop/Consultation; Triumph Charter Learning Center, Safford, AZ, 2006.
“Empowering Youth and Self-Sustainability.” AmeriCorps VISTA Training/Workshop, Juneau,
“Direct Service Assessment: Okefenokee National Wildlife Preserve.” AmeriCorps NCCC
Corps Member Workshop, Charleston, SC, 2003.
ACADEMIC SERVICE AND COMMUNITY INVOLVEMENT
Co-organizer, Latino/a Caucus Workshop, College Conference on Composition and Communication, 2014
Stage 1 Proposal Reviewer, College Conference on Composition and Communication, 2013
Panel Chair, “Writing Center Training, Performative Silence, and Informational Visualization.” Panel chair. Conference on College Composition and Communication, Las Vegas, NV, 2013
Faculty Mentor for University of Kentucky Black and Latino Male Initiative, 2013-Present
Member, Undergraduate Studies Committee for the Division of Writing, Rhetoric, and Digital Studies, 2012-Present
Member, Planning Committee for University of Kentucky, College of Arts and Sciences Passport to the World: Year of Mexico, 2013-2014
Faculty Participant, Oaxaca, Mexico program site visit for University of Kentucky Education Abroad and Exchanges, 2013
Grant Reviewer, Kentucky Latino Education Alliance, Bluegrass Community and Technical College, 2012
Member, Placement Committee for the Graduate Center, CUNY English Department, 2012
Member, Admissions Committee for the Graduate Center, CUNY English Department, 2011
Member, Syllabus Planning Committee for Queens College, CUNY First-Year Composition, 2009-2012
Member, Queens College, CUNY Freshman Year Initiative, 2008-2012
Aztlån Reads, 2013-Present
Core Team Chair, Kentucky Latino Education Alliance, 2013-Present
College Language Association, 2013-Present
Latin American Studies Association, 2012-Present
National Association for Chicana and Chicano Studies, 2012-Present
Board Member, Asociación de Hispanos Unidos—Lexington Hispanic Association (AHU), 2012-Present
Rhetoric Society of America, 2011-Present
International Society for Language Studies, 2010-Present
Modern Language Association of America, 2007-Present
National Council of Teachers of English, 2006-Present
College English Association, 2006-Present
Northeast Modern Language Association, 2010-2012
Board Member, Mexican American Students’ Alliance, 2006-2010