Dr. Sara Smith
Sara A. Smith, Ph.D., Assistant Professor
Office: EDU 302H
Phone: (813) 974-3533
Sara A. Smith received her Ph.D. in Applied Linguistics and Second Language Acquisition from the Department of Education at the University of Oxford, followed by postdoctoral research in the Brain.Experience.Education Lab at Harvard Graduate School of Education. In 2017, she joined University of South Florida in the Department of Teaching and Learning as Assistant Professor in Foreign Language/ESOL Education.
Dr. Smith is Co-Principal Investigator for the "Bajo Presión" study exploring bilingual language use, executive function, and emotional effort in the workplace and was Principal Investigator for the Language Experience and Executive Function (L.E.E.F.) study examining language environment, executive function, and reading among young adult Spanish-English bilinguals. She is co-founder for the Language, Ability and Neurological Diversity Project (L.A.N.D.) at California State University East Bay.
Her research interests include within-population variation among bilinguals and the impact of language environment, the role of formulaic language in reading and language comprehension for English Language Learners, and the cognitive and educational implications of bilingualism.
Smith, Sara, Briggs, J., Pothier, H., Garcia, J. (Under Review). Mental workouts for couch potatoes: Executive function variation among Spanish-English bilingual young adults.
Briggs, J., Smith, Sara (In press). English Medium Instruction and Idiomaticity in English as a Lingua Franca. Iranian Journal of Language Teaching Research, Special Issue: Idiomaticity and Language Teaching Research.
Smith, Sara (In press). Teaching vocabulary for IELTS. The TESOL Encyclopedia of English Language Teaching. J. Liontas (Ed.). Wiley/Blackwell Publishers: Hoboken, NJ.
Smith, Sara, Briggs, J. & Pothier, H. (2017). Exploring variation in reading comprehension among young adult Spanish-English bilinguals: The role of environmental language contact and attitudes toward reading. International Journal of Bilingualism.
Seitz, S. & Smith, Sara (2016). Working toward neurodiversity: How organizations and leaders can accommodate for Autism Spectrum Disorder. Journal of Business and Management.
Leon Guerrero, S., Smith, Sara, Luk, G. (2016). Home language usage and cognitive control in bilingual preschoolers. The cognitive control and consequences of multiple languages in one mind: Bilingual Processing and Acquisition. J. Schwieter (Ed.). John Benjamins: Philadelphia.
Smith, Sara. (2016). Reading between the lines: Exploring relationships between multi-word vocabulary, transparency and literacy. Advancing the Field of Language Assessment: Papers from TIRF Doctoral Dissertation Grantees 2009 – 2013. M. Christison and N. Saville (Eds.). Cambridge Language Assessment: Cambridge.
Im, K., Raschle, N., Smith, Sara, Grant, P. E. & Gaab, N. (2015). Atypical sulcal patterns in parietal region in children with a familial risk for developmental dyslexia. Cerebral Cortex.
Raschle, N., Becker, B., Smith, Sara, Fehlbaum, L., Wang, Y. Gaab, N. (2015). Investigating the influences of early language delay and/or familial risk for dyslexia on brain structure in pre-school and kindergarten children. Cerebral Cortex.
Langer, N., Peysakhovich, B., Zuk, J., Drottar, M., Sliva, D., Smith, Sara, Becker, B., Grant, P. E., Gaab, N. (2015). White matter alterations in infants at risk for developmental dyslexia. Cerebral Cortex.
Smith, Sara & Murphy, V. A. (2014). Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language. Reading and Writing: An Interdisciplinary Journal. DOI: 10.1007/s11145-014-9527-y
Raschle, N., Smith, Sara, Zuk, J., Figuccio, M. & Gaab, N. (2014). Investigating the neural correlates of voice or content directed information within human speech in pre-school children. PLoS one.
Smith, Sara (2011). Researching Collocations in Another Language: Multiple Interpretations, Andy Barfield and Henrik Gyllstad (Eds). System, 39 (1) 118-120.