Tracey T. Flores is an assistant professor of Language and Literacy at the University of Texas at Austin where she teaches Language Arts Methods and Community Literacies in the K-5 teacher education program. Dr. Flores 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 K-8 schools throughout Glendale and Phoenix, Arizona. Her research focuses on Latina mothers and daughters language and literacy practices, the teaching of young writers in culturally and linguistically diverse classrooms, and family and community literacies.
Dr. Flores is the founder of Somos Escritoras/We Are Writers, a creative space for Latina girls (grades 6-12) that invites them to share and perform stories from their lived experiences using art, theater and writing as a tool for reflection, examination and critique of their worlds. In addition, Dr. Flores is the Chair of the Latinx Caucus of National Council of Teachers of English (NCTE) and the Founding Co-Chair of the Commission on Family and Community Literacies of English Language Arts Teacher Educators (ELATE). Dr. Flores is a member of the 2016-2018 Cultivating New Voices Among Scholars (CNV) of Color cohort.
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
Her research focuses on Latina mothers and daughters language and literacy practices, the teaching of young writers in culturally and linguistically diverse classrooms, and family and community literacies.
Chair, Elementary Section Steering Committee, National Council of Teachers of English (NCTE)(2020)
Co-Chair, Commission on Family and Community Literacies, ELATE(2018)
Chair, Latinx Caucus, National Council of Teachers of English(2014)
Flores, T.T.. (2019). The family writing workshop: Latinx families cultivando comunidad through stories. Langauge Arts, 97(2), 59–71.
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.
Promising Researcher, National Council of Teachers of English (2019)
Jimmy McLean, Ph.D., expected 2024 (Supervisor)
Kerry Alexander, Ph.D., expected 2023 (Supervisor)
Kerry is a PhD student in Language and Literacy Studies at the University of Texas at Austin. Her research considers the pedagogical implications of, and alternatives to, white language ideologies in elementary writing instruction. She asks how teachers can expand critical linguistic consciousness by learning with and from their students in community and, in particular, how race, racism, and language are intertwined in neoliberal ethics of care and success.
Mitchell D Ingram (Committee Member)
Mitch's research interests include the role of humor as a site for the mobilization 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 the US education system and what this could mean for theory, pedagogy, and practice.
Desiree Pallais-Downing (Committee Member)
Desirée Pallais holds a PhD from the Bilingual/Bicultural program at the University of Texas at Austin. Dr. Pallais investigates cross-language and cross-cultural aspects of teaching and learning, especially with Spanish-speaking and Latino populations. Pallais main focus is on Spanish literacy, as part of a strengths-based approach for reading and writing instruction, with prospective bilingual teachers. Her work examines how assumptions derived from established ideologies and policy initiatives guide educators in different teaching and learning contexts,...
| Year | Semester | Course |
|---|
| 2020 | Fall | EDC 370E: 2-Language Arts-G |
| 2020 | Fall | ALD 328: Applied Human Learning-A |
| 2020 | Spring | EDC 339C: Community Literacy-A |
| 2019 | Fall | EDC 395L: Family/Community Literacies |
| 2019 | Spring | EDC 339C: Community Literacy-S |
| 2019 | Spring | EDC 370E: 2-Language Arts-C |
| 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 |
Somos Escritoras/We Are Writers
Somos Escritoras is a creative space that invites Latinx girls (grades 6-8) to share and perform stories from their lived experiences using art, theater, and writing as a tool for self-reflection and self-examination.
Our goal is to support Latinx girls in continuing to develop their many literacies while learning new tools to speak their truths, define themselves and amplify their voices within a supportive community of girls and women.
Somos Escritoras: We Are Writers
