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
Dr. Flores' 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.. (2021). Fighting to be heard: Latina adolescent girls writing toward change. Journal of Adolescent and Adult Literacy, 65(1), 65–73.
Flores, T. T.. (2020). Our Stories Are the Remedios We Need Right Now. https://latinosinkidlit.com/2020/04/30/our-stories-are-the-remedios-we-need-right-now/.
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.
Award of Excellence: Arts Educator, Emma S. Barrientos Mexican American Cultural Center (2021)
Promising Researcher, National Council of Teachers of English (2019)
Professional Dyads and Culturally Relevant Teaching (PDCRT), National Council of Teachers of English (2018 - 2020)
Cultivating New Voices among Scholars of Color (CNV), National Council of Teachers of English (2017 - 2019)
Jimmy McLean, Ph.D., expected 2024 (Supervisor)
Studies elementary literacy pedagogies, literacy curriculum, and children's literacies from critical, feminist, and queer theoretical perspectives.
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.
Jessica Murdter-Atkinson, Ph.D., expected 2023 (Committee Member)
Desiree Pallais-Downing (Committee Member)
Examines the contributions of strengths-based approaches in literacy instruction with Spanish-speaking bilingual teacher candidates and in-service teachers in the U.S. and in Latin America.
| Year | Semester | Course |
|---|
| 2021 | Spring | EDC 370E: 2-Language Arts-S |
| 2021 | Spring | EDC 380F: Sociocultural Foundations |
| 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
