Tracey T. Flores is an assistant professor of Language and Literacy. She is a former English Language Development (ELD) and English Language Arts (ELA) teacher, working for eight years alongside culturally and linguistically diverse students, families and communities in schools throughout Glendale and Phoenix, Arizona. Her research focuses on Latina mothers and daughters language and literacy practices and on family literacy, specifically family writing, as a springboard for advocacy, empowerment, and transformation for students, families, and teachers.
Ph.D. in English Education, Arizona State University, 2017
M.Ed. in Language and Literacy, Arizona State University, 2011
B.A. in Multilingual/Multicultural Elementary Education (MLMC) with an ESL endorsement, Arizona State University, 2005
B.A. in Journalism, Arizona State University, 2003
Co-Chair, Commission on Family and Community Literacies, ELATE(2018)
Co-Chair, Latinx Caucus, National Council of Teachers of English(2014)
Flores, T.T. (2018). Breaking stereotypes and boundaries: Latina adolescent girls and their parents writing their worlds. Voices from the Middle, 25(3), 22–25.
Flores, T.T. (2018). Breaking silence and amplifying voices: Youths writing and performing their worlds. Journal of Adolescent and Adult Literacy, 61(6), 653–661.
Flores, T.T. (2018). Chicas fuertes: Counterstories of Latinx parents raising strong girls. Bilingual Research Journal, 41(3), 329–348. doi:10.1080/15235882.2018.1496955.
Rosalyn V Harvey, Ph.D., expected 2020 (Committee Member)
Cori Salmeron, Ph.D., expected 2020 (Co-supervisor)
Mitchell D Ingram, Ph.D., expected 2019 (Committee Member)
Mitch's research interests include the role of humor as part of community cultural wealth, relajo in bilingual contexts and he is passionate about the different linguistic varieties, dichos, refranes, modismos, and chistes of the Spanish-speaking world. In addition, he is fascinated by how minoritized mono/bilingual Spanish-speakers leverage humor in both affiliative and disaffiliative ways to navigate hegemonic systems and what this could mean for theory, pedagogy, and practice.
Desiree Pallais-Downing (Committee Member)
Desirée Pallais is a PhD candidate in the Bilingual/Bicultural program at the University of Texas at Austin. She is very interested in critically examining how assumptions derived from established ideologies and policy initiatives, guide educators in different contexts. She investigates cross-language and cross-cultural aspects of teaching and learning with Spanish-speaking populations, especially in the area of literacy. Her current work is focused on using discourse analytic techniques to identify the linguistic and pedagogical contributions, and...
| Year | Semester | Course |
|---|
| 2018 | Fall | EDC 370E: 2-Language Arts-B |
| 2018 | Fall | EDC 370E: 2-Language Arts-L |
| 2018 | Spring | EDC 339C: Community Literacy-E |
| 2017 | Fall | EDC 370E: 2-Language Arts-G |
