Faculty Profiles

Dr. Patriann Smith

Associate Professor, Literacy Studies

Patriann Smith

Email Address: psmith4@usf.edu 
Phone Number: 813-974-1062
Office Location: USF Tampa campus EDU 202-R
Curriculum Vitae


Dr. Patriann Smith is a tenured Associate Professor in Literacy Studies at the University of South Florida. Dr. Smith earned a Ph.D. in Curriculum and Instruction with a specialization in Literacy Studies and a concentration in Multilingual Education at the University of South Florida. Patriann's transdisciplinary research agenda focuses on the cross-cultural and cross-linguistic challenges faced by Black immigrants in literacy instruction, assessment, and multicultural teacher education. She examines how differences in Englishes and English language ideologies affect Black Caribbean immigrant literacy practices as they cross cultures and languages between their home countries and the United States. Through her transdisciplinary scholarship, Dr. Smith has proposed ‘a transraciolinguistic approach’ to explain how standardized English, non-standardized English, and the language ideologies that inform the use of these Englishes, both challenge and create affordances for cross-cultural and cross-linguistic literacy instruction. She has also proposed the framework for ‘Black immigrant literacies’ to clarify the elements involved in Black youth literacies as their (trans)languaging is (trans)racialized across borders.

Dr. Smith has published over 70 articles and book chapters in journals such as the American Educational Research Journal (AERJ), Reading Research Quarterly (RRQ), Teachers College Record (TCR), Journal of Education and Development in the Caribbean (JEDIC) and International Multilingual Research Journal (IMRJ). She continues to extend her research by comparing insights about Black immigrant Englishes and Black immigrant literacy practices in international literacy assessment and transcultural teacher education to that of other native Black populations in the United States, Africa, and the Caribbean. An overview of Dr. Smith’s research is available on Google ScholarResearchGate and Academia. Her description of a transraciolinguistic approach is available in the voiced Radio podcast. Dr. Smith currently serves as an elected member of the Board of Directors of the Literacy Research Association and as co-PI of the $3.6 million USAID funded Caribbean Educational Research Initiative.

Leadership Positions

 

Honors and Awards

  • Integrated Scholar Award, Office of the Provost, Texas Tech University (2019)
  • Congratulatory Note, Student Government Association, Senate Resolution 54.116, Texas Tech University (2019)
  • Raiders Who Rock Unsung Hero, Texas Tech University (2019)
  • President’s Excellence in Diversity and Equity Award, Texas Tech University (2018)
  • President’s Excellence in Teaching Award, Texas Tech University (2018)
  • Outstanding Paper Award, Organization of Teacher Educators in Literacy, International Literacy Association (2018)
  • Scholars of color Transitioning into Academic Research (STAR) Institutions Award, Literacy Research Association (LRA) (2017-2018)
  • Texas Tech Alumni Association New Faculty (University Research | Teaching) Award, Texas Tech University (2017)
  • The President’s Gender Equity Council, Women’s Studies, and University Writing Center Women’s Faculty Writing Program (WFWP) Inaugural Fellow, Texas Tech University (TTU) (2016)
  • Language and Social Processes (LSP) Special Interest Group (SIG) Emerging Scholar Award, American Educational Research Association (AERA) (2015)
  • International Reading Association (IRA) Reading Hall of Fame (RHOF) Emerging Fellow, Reading Hall of Fame (2013-2017)
  • Certificate of Recognition, Mentor and Mentor Cluster Leader, Mentor Tech, Texas Tech University (2016-2017)
  • Certificate of (District) Recognition, Chief Engineer of Opportunity, Literacy Champion Coordinator, AVID, Lubbock Independent School District (LISD) (2017)
  • Certificate of (District) Recognition, Literacy Champion for Dunbar College Preparatory Academy (DCPA), AVID District Family Night, LISD (2016)
  • Institute for Inclusive Excellence, Texas Tech University (TTU) (2015-2016)
  • List of Teachers Ranked Excellent by their Students, University of Illinois at Urbana-Champaign for Fall (2013), Spring (2014), Summer (2014), Fall (2014), Spring (2015)
  • Award for Dedicated Service, Parliamentarian, Literacy Research Association (2013-2016)

Courses Taught

  • LAE 4414: Diverse Children's Literature (Undergraduate/online) (2021)
  • LAE 7718: Linguistics in Literacy (Doctoral/Online) (2020)
  • RED 6846: Practicum in Reading (Masters/Online) (2020|2021)
  • RED 6247: Supervision in Reading (Masters/Online) (2020|2021)
  • RED 6544: Cognition, Content and Comprehension (Masters/Online) (2020)
  • RED 6749: History and Models of Reading (Masters/Online) (2019 | 2020)
  • LDLS 6350: Research Methods in Language, Diversity, and Literacy (Doctoral/Online) (2019)
  • EDBL 5337: Teaching Strategies for ESL and Content-Area Teachers of Limited-English Proficient Students (2019)
  • EDLL 5356: Trends and Issues in Adolescent Literature (2018)
  • LDLS 6343: Global Literacy (Doctoral/Online) (2018)
  • EDCI 6333: Diversity Ideologies (Doctoral/Online) (2017 | 2018 | 2019)
  • EDLL 5346: Increasing Reading Proficiency for all Readers (Doctoral/Masters/Online) (2016 | 2017 | 2019)
  • EDLL 5341: Developing Academic Literacy in the Disciplines for Adolescents (Masters/Online) (2017 | 2019)
  • EDLL 5342: Classroom-Based Literacy Assessment for Differentiated Instruction (Doctoral/Masters/Online) (2016 | 2017 | 2018 | 2019)
  • EDLL 6341 | EDCI 6345: Trends and Issues in New Literacies: New Literacies for the 21st Century (Doctoral/Masters/Online) (2016 | 2017 | 2018)
  • EDLL 5351: Children’s Literature in the School Curriculum Doctoral/Masters/Online) (2016)
  • CI 475: Teaching Elementary Reading and Language Arts I (Undergraduate/Blended) (2015)
  • CI 502: Introduction to Reading (Graduate/Online) (2014)
  • CI 576: Assessment-Based Reading Instruction (Graduate and Online) (2014 | 2015)
  • CI 577: Clinical Practicum in Reading (Graduate/Blended) (2014)
  • CI 446: Culture in the Classroom (Graduate and Undergraduate/Online) (2014)
  • CI 575: Assessment in Reading (Graduate/Online and Blended) (2013 | 2014)
  • RED 6514: Reading Process in the Elementary Grades (Graduate/Blended) (2013)
  • LAE 6314: Writing and Writers: Trends and Issues (Graduate/Online) (2013)
  • RED 6545: Issues in Vocabulary and Word Study (Graduate/Online) (2012)
  • LAE 4314: Teaching Writing in Elementary Schools (Undergraduate/Blended) (2012)
  • LAE 4414: Literature in Childhood Education (Undergraduate/Blended) (2012)
  • RED 4310: Reading and Learning to Read (Undergraduate/Blended) (2011)
  • RED 4511: Linking Literacy Assessment to Instruction (Undergraduate/Blended) (2011)

Grants

Warrican, S.J. (Principal Investigator) & Smith, P. (co-Principal Investigator). (2021). Caribbean Educational Research Initiative: Higher education partnership between the University of the West Indies and the University of South Florida. Prepared for the United States Agency for International Development (USAID). ($3,687,918.96) (funded). [Interdisciplinary | International | Community Engaged] [Role on Proposal: Literacy and Qualitative Researcher]

McEachron, B., Larmond, E., Johnson Austin, S., Smith, P. Passport 2 Literacy. (2019). The Caribbean Community Association’s receipt of the 2020 Dr. Martin Luther King, Jr. Day of Service, administered by the Hillsborough Community College Equity, Diversity and Special Programs, Tampa, FL. ($3870.00). (funded) (09/2019-01/20/2020) [Community Engaged Service Grant] [Role: Event Coordinator]

Smith, G. (Principal Investigator), Smith, P. (co-Investigator), Sherry, M. (co- Investigator), & Drobitz, J. (co-Investigator). (2020). Collaborative responsive writing in web-based eBooks to improve literacy. Prepared for the COEDU Creative Research Grant. ($10,000.00) (funded) [Interdisciplinary | [Role on Proposal: Literacy Researcher]

Smith, G. (Principal Investigator), Smith, P. (co-Investigator), Sherry, M. (co-Principal Investigator), & Drobitz, J. (co-Principal Investigator). (2020). Interactive eBooks for online learning, with games and social interaction. Prepared for the COEDU Mini Grant. ($5000.00) (funded) [Interdisciplinary | [Role on Proposal: Literacy Researcher]

Hetherington, C. (Principal Investigator), Zak, J. (co-Principal Investigator), Dwyer, J. (co-Principal Investigator), Smith, P. (Co-Principal Investigator), Borst, S. (co-Principal Investigator), S-STEM Track II: Educating future scientists and mathematicians from rural and underserved regions. National Science Foundation (02/01/20-02/01/2025) [Interdisciplinary] [Role: Theorist and Educational Researcher] ($999,999.00).

Serwadda, A. (Principal Investigator), Dwyer, J. (co-Principal Investigator). Maina, F. (Senior Personnel), Hewett, R. (Senior Personnel), Jin, F. (Senior Personnel), Smith, P. (Key Personnel), Moskal, B. (Senior Personnel). (2017). Applied data science for cyber security. National Science Foundation. ($600,000). (funded). (06/01/18-05/31/21) [Interdisciplinary] [Role: Educational Researcher and Pedagogical Innovator: Ceased]

Smith, P. (Principal Investigator). (2018). Problematizing (il)legitimacy of Englishes across the diaspora. Scholarship Catalyst Program. Offices of the President, Provost, and Vice President for Research & Innovation, Texas Tech University. (06/01/18-05/31/20) ($4000.00)

Dwyer, J. (Principal Investigator), Lesley, M. (co-Principal Investigator), Smith, P. (Co-Principal Investigator), & Lee, J. (co-Principal Investigator). (2017-2018). College and Career Readiness standards review and revision project - English/Language Arts and Mathematics (CCRS-ELAM). Texas Higher Education Coordinating Board. [Interdisciplinary]Division of Institutional Diversity and Office of Community Engagement Grant, Texas Tech University (2016) ($96,000.00)

Smith, P. (Principal Investigator). Understanding the English(es) of foreign-born teacher educators. (2016-2019). Texas Tech University’s Division of Institutional Diversity, Outreach and Community Engagement. ($1000.00)

Engaged (Community) Outreach

Executive Board Member, Caribbean Community Association of Tampa Bay, Tampa, FL (2019-)

Literacy Champion Project Manager, Balanced Literacy Action Research Writing Workshop Partnership, East Lubbock Promise Neighborhood Grant, Lubbock Independent School District (LISD), Lubbock, TX (2016- 2017)

Literacy Champion, Balanced Literacy, East Lubbock Promise Neighborhood Grant, Lubbock Independent School District (LISD), Lubbock, TX (2015-2017)

Reading Clinic Coordinator, University of Illinois at Urbana-Champaign, Champaign, IL (2013-2015)


Publications

Forthcoming Books

Smith, P. (Under Contract: 2022). Black immigrant literacies: (Trans)languaging for 'success'. Cambridge, UK: Cambridge University Press.

Willis, A., McMillon, G., & Smith, P., (Under Contract: 2021). Bearing witness to Black student readers. Teachers College Press.

Special Issues

Smith, P. (Guest Editor) (2020). Clarifying the role of race in the literacies of Black immigrant youth. (Volume 122, Number 13). Teachers College Record. 

Razfar, A. & Smith, P. (Accepted, In preparation: 2021). Love through narrative: Advocacy through immigrant literacies. International Journal of Qualitative Studies in Education.

Selected Journal Articles

Smith, P. (Invited, 2022). Black immigrant literacy practices in the United States. (In A. Mackey, Ed., Themed Issue: Social Justice Issues: Perspectives from Emerging Scholarship). Annual Review of Applied Linguistics. [2019 5 Year Impact Factor: 4.032| 2019 Scopus CiteScore: 16/830 in Language and Linguistics | 2019 SJR: 15/938 in Linguistics and Languages | 13/884 in Language and Linguistics | H5-Index: 27]

Willis, A., Smith, P., Kim, J., & Hsieh, B. (Commissioned, 2021). Racial justice in literacy research. Literacy Research Association Press Release

Willis, A. & Smith, P. (Commissioned, In press). Advancing antiracism in literacy research. Literacy Research: Theory, Method and Practice. https://doi.org/10.1177/23813377211027554 

Smith, P. & Warrican, S.J. (Accepted). Critical awareness for literacy teachers and educators in troubling times. Literacy Practice and Research. [Acceptance Rate: 50%] [with International Partner]

Smith, P., Smit, J., Finch, B., Nigam, A., & *Burke, D. (Accepted). (Critical) Multilingual and multicultural awareness in the pedagogical responsiveness of literacy teacher educators. Berkeley Review of Education. [with District Partner]

Kiramba, L.K., Kumi-Yeboah, A., & Smith, P. (2021). Cultural and linguistic experiences of immigrant youth: Voices of African immigrant youth in United States urban schools. Multicultural Education Review.

Smith, P., Lee, J., & Chang, R. (2020, Advance online publication). Characterizing competing tensions in Black immigrant literacies: Beyond partial representations of success. Reading Research Quarterly. DOI:10.1002/rrq.375 [5 Year Impact Factor: 3.896 | 2019 Impact Factor: 3.543 | H-Index: 77 | Q1 | SJR: 2.06]

Smith, P. & Warrican. S.J. (2020). Rac(e)ing with Black immigrant literacies in COVID-19. International Journal of Multidisciplinary Perspectives in Higher Education, Fall Edition. [with International Partner]

Hotchkins, B. & Smith, P. (2020). Translanguaging as a gateway to Black immigrant collegians’ leadership literacies. Teachers College Record, 122(13). [5 Year Impact Factor: 1.727 | 2018 Impact Factor: 1.072]

Smith, P. (2020). “How does a Black person speak English?”: Beyond American language norms. American Educational Research Journal, 57(1), 106-147. DOI: https://doi.org/10.3102/0002831219850760   

Smith, P. (2020). “Mr. Wang doesn’t really care how we speak!”: Responsiveness in the practice of an exemplary Asian-American teacher. The Urban Review, 52, 351-275. DOI: https://doi.org/10.1007/s11256-019-00531-4

Smith, P. (2020). Silencing invisibility: Towards a framework for Black immigrant literacies. Teachers College Record, 122(13). Published at USF.

Smith, P. (2020). The case for translanguaging in Black immigrant literacies. Literacy Research: Theory Method, and Practice, 69.

Smith, P., Warrican, S.J., & *Alleyne, M.L. (2020). “You hear my funny accent?!”: Problematizing assumptions about Afro-Caribbean ‘teachers turned educators’. International Multilingual Research Journal, 14(3), 248-269. DOI: 10.1080/19313152.2019.1710042 [with Doctoral Student]

Smith, P., Warrican, S.J., Kumi-Yeboah, A., Cheema, J., & *Alleyne, M.L. (2020). Disrupting (mis)representation in the literacy achievement of "(under)performing" youth. Journal of Education and Development in the Caribbean, 18(2), 111-165. DOI: https://doi.org/10.46425/j518021775 [with Doctoral Student]

Smith, P., *Karkar, T., *Varner, J., Nigam, A., & Finch, B. (2020). Making visible awareness in practice: Literacy educators in diverse classrooms. Review of Education, 8(2), 380-415. [with Doctoral Students]

Smith, P., Kim, D., Vorobel, O., & King, J. (2020). Verbal reports in the reading processes of language learners: A methodological review. Review of Education, 8(1), 37-114. DOI: 10.1002/rev3.3170

Smith, P., *Varner, J., Nigam, A., *Liu, Y., Lesley, M., Smit, J., *Burke, D., & *Beach, W.  (2019). Teaching writing in the midst of fragile alliances: What does it mean to be a literacy teacher educator in a research-practice partnership with four underperforming schools? Action in Teacher Education. DOI: 10.1080/01626620.2019.1658657   

Smith, P. (2019). (Re)Positioning in the Englishes and (English) literacies of a Black immigrant youth: Towards a ‘transraciolinguistic’ approach. Theory into Practice, 58(3), 292-203. DOI:10.1080/00405841.2019.1599227 [Invited]

Smith, P., Kumi-Yeboah, A., Chang, R., & Lee, J. (2019). Rethinking ‘(under)performance’ for Black English speakers: Beyond achievement to opportunity. Journal of Black Studies. 

Smith, P. (2018). Learning to know, be, do, and live together with, in the cross-cultural experiences of immigrant teacher educators. Teaching and Teacher Education, 69, 263-274.

Smith, P., Warrican, S. J., Kumi-Yeboah, A., & Richards, J. (2018). Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms: Recursivity, (re)positionality, bidirectionality. Teaching and Teacher Education, 69, 210-222.

Smith, P., Cheema, J., Kumi-Yeboah, A., Warrican, S. J., & Alleyne, M. L. (2018). Language-based literacy differences in the literacy performance of bidialectal youth. Teachers College Record, 120(1), 1-36. [with Doctoral Student]

Smith, P., Lee, J., & Chang, R. (2018). Incongruence between native and test administration languages: Towards equal opportunity in international literacy assessment. International Journal of Testing, 1-21.

Louis, D., Thompson, K. V., Smith, P., Williams, H. M. A., & Watson, J. (2017). Afro-Caribbean immigrant faculty experiences in the American Academy: Voices of an invisible black population. The Urban Review, 49(4), 1-24.

Smith, P., & Richards, J., Gutierrez, S., Schaffer-Rose, J., & Kumi-Yeboah, A. (2017). Shifting from diversity in multicultural populations to teacher/student interactions within transcultural spaces in an online literacy teacher education course. Literacy Practice and Research, 42(3), 7-15. [Invited] [Outstanding Paper Award: International Literacy Association] [with Doctoral Students]

Smith, P. (2016). A distinctly American opportunity: Crossing linguistic boundaries by exploring non-standardized Englishes in policy and practice. Policy Insights from the Behavioral and Brain Sciences (Sage Publications Special Volume), 3(2), 194-202. [Invited] [Best New Journal in Social Sciences: 2019 PROSE Awards]

Selected Chapters in Books and Encyclopedias

**Smith, P. & Warrican, S.J. (Invited, 2022). “The bilingual advantage”: Bilingual preservice teachers’ pedagogical content knowledge of new literacies. In C. Finkbeiner & R. Zaidi, Z. Roy-Campbell & D. Pallais, C. Ikpeze & B. Buch (Eds.), Redirecting the flow of knowledge: From the individual to the local to the national to the international perspective. Information Age Publishing.

Smith, P., Warrican, S.J. &, Karkar-Esperat, T., & Kumi-Yeboah, A. (Invited, 2022). Rethinking race in research on migration: Transnational literacies as tool. In E. Shizha & E. Makwarimba (Ed.), Intersectionality, transnationality and immigrant lives: Critical issues and approaches to international migration. Oxford, England: Oxford University Press.

Smith, P. (Invited, 2022). (Re)mixing Englishes, (re)li(ea)ving literacies, (re)inventing self. In R. Zaidi (Ed.), Shifting linguistic landscapes: A new terrain for multilingual and transcultural pedagogies. Bristol, UK: Multilingual Matters.

Edwards, P., Smith, P., & McNair, J. (Invited, Submitted, 2022). Family literacies: Culturally relevant literacies in early childhood with children and families of color. International Encyclopedia of Education.

**Smith, P. (In press, 2021). Migrating while multilingual and Black: Beyond the '(bi)dialectal' burden. In E. Bauer (Ed.), Enhancing bilingual education: A transdisciplinary lens for improving learning in bilingual contexts. New York, NY: Routledge.

Edwards, P. McNair, J., & Smith, P. (Invited, In preparation). Family literacies: Culturally relevant literacies in early childhood with children and families of color. International Encyclopedia of Education.

Smith, P., & *Hajek, S. (2021). Prism of promise: Towards responsive tools for diverse classrooms. In G. Li, J. Hare, & J. Anderson, (Eds.), Superdiversity and teacher education. New York, NY: Routledge. [with Doctoral Student]

Warrican, S.J., Kumi-Yeboah, A., **Smith, P., & *Alleyne, M.L. (2020). Fostering Senegalese immigrant students’ language and literacy learning: Experiences and academic achievement. In A. Cooper & A. Ibrahim (Eds.), Black voices matter: Black immigrants in the United States and the politics of race, language, and multiculturalism. New York, NY: Peter Lang Publishing. [with Doctoral Student & International Partner]

Smith, P. (2017). Non-Standardized Englishes in mainstream literacy practice. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education. New York, NY: Oxford University Press.

Smith, P., Warrican. S. J., & Williams, G. (2017). Towards transculturalism in tackling diversity for literacy teacher education. In J. Roswell & R. Zaidi (Eds.), Literacy Lives in Transcultural Times (pp. 191-214). New York: Routledge.

Newsletter Publications, Media Productions & Media Mentions

Smith, P. (2021). Beyond anti-Blackness in bilingual education: Looking through the lens of the Black immigrant subject. American Educational Research Association Bilingual Education Research Special Interest Group Newsletter, Spring Edition. [Invited]

Smith, P. (2021). A transraciolinguistic approach for literacy classrooms. voicEd Radio.

Smith, P. (2021). Five steps to address anti-Blackness: Black immigrant literacies. International Literacy Research Association Literacy Now Blog.

Smith, P. (2021). Translanguaging in the literacies of youth migrating to the U.S. and racialized as Black. American Educational Research Association Bilingual Education Research Special Interest Group Newsletter, Spring Edition. [Invited]

Higher Education Grants or Gifts of Interest to African Americans. Journal of Blacks in Higher Education. Retrieved from The Journal of Blacks in Higher Education.

News Break. (2021). USF College of Education assistant professor to establish Caribbean educational research center through $3.6 million grant. Retrieved from News Break

New America Education Policy. (2021). Looking beyond the ‘typical’ English learner: the intersectionality of Black English learners in U.S. public schools. Retrieved from New America.

University of South Florida. (2021). USAID Awards COEDU Assistant Professor Patriann Smith $3.6 Million Grant. Institute for the Study of Latin America and the Caribbean. Retrieved from the University of South Florida College of Arts and Sciences.

University of South Florida. (2021). USAID Awards COEDU Assistant Professor Patriann Smith $3.6 Million Grant Anti-racism: Office of the President. Retrieved from The University of South Florida Office of the President.

University of South Florida. (2021). USF World celebrates Dr. Patriann Smith's $3.6 million USAID Award to establish an interdisciplinary educational research center in the Caribbean. Retrieved from USF World

University of South Florida. (2021). USF Newsroom: USF College of Education assistant professor to establish Caribbean educational research center through $3.6 million grant. Retrieved from the University of South Florida Newsroom.

Literacy Research Association Series of Collaborative Panel Discussions. (2021). Advancing Anti-Racism in Literacy Research. Retrieved from Literacy Research Association.

Childress, R. (2021). Literary research group seeks systemic on racial justice in field. Associations Now: Association perspectives. Retrieved from Associations Now

Trinidad Newsday. (February 7, 2021). Let's use literacy to open minds. Retrieved from Trinidad Newsday

University of South Florida College of Education News Stories. (2020). Literacy Studies program collaborates with Caribbean Community Association in Passport 2 Literacy event. Retrieved from the University of South Florida College of Education.

Smith, P. (2020). Why for Black speakers, despite what they are told, using ‘Standard English’ will not lead to acceptance. London School of Economics and Political Science United States American Politics and Policy (LSE USAPP) Blog.

Smith, P., Kumi-Yeboah, A., Chang, R., Lee, J., & Frazier, P. (2020). Why Eurocentric literacy measures may be creating the illusion that Black students are underperforming. London School of Economics and Political Science United States American Politics and Policy (LSE USAPP) Blog.

Schneider, J., Hadley, E., Panos, A., Smith, P., & Richards, J., Bennett, S., Gunn, A., Persohn, L., Frier, A., & Krause, M. (2020). Literacy studies at USF statement on anti-racism. University of South Florida.

Smith, P. (2019). Culture affects learning: Peer interaction in the classroom. The Daily Toreador.

Smith, P. (2018, January/February). Renewing hope with Englishes: Insights from middle schoolers. Literacy Today, 34-35. International Literacy Association (ILA).

Smith, P. (2017, March). Should non-standard English be taught in schools? Federation of Associations in Behavioral and Brain Sciences (FABBS).

Smith, P. (2016, February) The Q&A: Patriann Smith, The Texas Tribune.

Smith, P. & Balyasnikova, N. (2015-2017). International Communication Interest Section Newsletters, Teaching English to Speakers of other Languages (TESOL).

Anderson, A., Smith, P., Schneider, J. J., & Frier, A. D. (2015, March). Live! From Mount Olympus. Retrieved from YouTube.


Presentations

Selected Invited Presentations/Talks

Smith, P. (Invited). Crossing boundaries with racialized literacies. Institute for the Study of Latin America and the Caribbean (ISLAC). To be presented at the 2020 ISLAC institute coordinated by B. Reiter, University of South Florida, Tampa, FL.

Smith, P. (2021, May). Translanguaging in Black immigrant literacies. Presentation to the Oakland University Doctoral Class on Linguistics.

Smith, P. (2021, May). Harnessing the power of the research agenda. Presentation to the School of Education at North Carolina Central University, Raleigh, North Carolina.

Smith, P. (2021, April). “Rac(e)ing toward language for children in a ‘post-colonial’ Caribbean. Shortwood College, Jamaica, West Indies.

Smith, P. (2021, April). 'How (not) to sell a lie': Beyond (mis)classification of (Black immigrant) speakers of Englishes. In M. Brooks & N. Flores (Symposium Coordinators), Complexity of classification and reclassification of ELs. To be presented at the 2021 American Educational Research Association conference, Orlando, FL

Smith, P. (2021, April). A transraciolinguistic approach for literacy classrooms. Presented at the 2021 institute titled “Shifting linguistic landscapes: A new terrain for multilingual and transcultural pedagogies” coordinated by R. Zaidi, Umit Boz, and Eve Moreau, University of Calgary and the Calgary Board of Education funded by the Social Sciences and Humanities Research Council of Canada, Calgary, Canada.

Smith, P. (2021, March). Transformational leadership for social impact. Presentation to the University of the Southern Caribbean Leadership Workshop, Transformational Leadership: Social Impact and Civic Engagement.

Smith, P. (2021, March). Challenging anti-Blackness in language education. In N. Flores (Panel Coordinator). To be presented at the 2021 Teaching English to speakers of other Languages (TESOL) Association conference, Houston, TX.

Smith, P. (2021, February). Silencing invisibility: A framework for Black immigrant literacies: How does the Black immigrant literacies framework apply to the Canadian context? Presentation to the University of Calgary Doctoral Class on Linguistics.

Smith, P. (2021, February). Qualitative research methods. Presentation to the University of Trinidad and Tobago Qualitative Research Class.

Smith, P. (2020). Towards a bridge for clarifying challenges with the conceptualization of translanguaging: Insights from Black immigrant literacies. Paper prepared for presentation at the 2020 annual meeting of the Bilingualism Matters conference, Columbia, SC.

Alvermann, D., Medina, C., Smith, P., Brooks, M., Nyachae, T., & Brownell, C. (2018, November). Re-envisioning literacy research. Re-envisioning LRA: An intergenerational panel. Literacy Research Association, Indian Wells, CA.

Willis, A., Wetzel, M., Garcia, G.E., & Smith, P. (2018, November). Culturally responsive literacy instruction study group. Literacy Research Association, Indian Wells, CA.

Smith, P. (2018, March). Language in the classroom: Addressing power and privilege. Presentation at the Institute for Inclusive Excellence, Teaching, Learning, and Professional Development Center, Texas Tech University, Lubbock, TX.

Smith, P. (2016, March). Re (Positioning) non-standardized Englishes in literacy: Cross-cultural and cross-linguistic insights. Language and Social Processes Special Interest Group Newsletter. American Educational Research Association.

Smith, P. (2015, August). The central role of culture to advancing literacy and language across nations. Presentation at the high-level summit: A new era - embracing Sustainable Development Goals (SDGs): Culture as an Imperative for Transformative Post-2015 Development Agenda. The UNESCO Center for Global Education, New York, NY.

Selected Recent Conference Presentations

Smith, P. (2020, December). Ideological tensions across Englishes: Implications for literacy education. Presented at the 2020 annual meeting of the Literacy Research Association (LRA) Virtual Conference.

Smith, P. (2020, December). Nuances in teacher enactment of a transraciolinguistic approach. In (M. Metz, Symposium Organizer and Presenter; D. Martinez, Chair and Discussant; K. Seltzer, Presenter, Melinda Orzulak, Presenter), Disrupting a Standard Language Ideology: Exploring tensions in teachers’ evolving metalinguistic & raciolinguistic awareness. Presented at the 2020 annual meeting of the Literacy Research Association (LRA) Virtual Conference.

Smith, P. (Accepted Symposium). [Session Organizer and Presenter]. Clarifying the role of race in the literacies and Englishes of ‘Black immigrant’ youth. In A. Razfar (Discussant). In conjunction with E. Braden, K. Bryan, A. Butler, B. Hotchkins, L. Kiramba, M. Knight-Manuel, V. Watson. Symposium and included paper prepared for presentation at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA.

Schneider, J.J., Jones, M., & Smith, P. (2020). On deficits, dominance, and the eradication of culture: Toward imaginative, access-promoting pedagogies. Paper presented at the 2020 annual meeting of the JoLLE conference, Athens, Georgia.

Bauer, E. Sanchez, L. & Smith, P. (2020, January). “I have magic in my mouf!” Racialized translanguaging practices of emergent multilinguals. Symposium presented at the annual meeting of the International Conference for School Effectiveness and Improvement. Morocco.

Smith, P. (2020, December). The case for translanguaging in Black immigrant literacies. Paper to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL.

Smith, P., Lee, J., Chang, R., & Karkar, T. (2020, December). Language self-identification and reading literacy performance among ‘First World’ and ‘Third World’ youth. Paper to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL. [with Doctoral Student]

Smith, P. (2020, December). Applying for higher education careers: Navigating the high-stakes job market. In A. Gunn (Chair), Alternative session to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL.

Smith, P., Lee, J., Chang, R., & Karkar, T. (Accepted). Language self-identification and reading literacy performance among ‘First World’ and ‘Third World’ youth. Paper to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL. [with Doctoral Student]

Smith, P. (Accepted). Applying for higher education careers: Navigating the high-stakes job market. In A. Gunn (Chair), Alternative session to be presented at the 2019 annual meeting of the Literacy Research Association (LRA) conference, Tampa, FL.

Smith, P., Lee, J., Chang, R., & Thompson, T. (2019, April). Language self-identification in the international reading literacy of Black American and immigrant youth. Paper presented at the 2019 annual meeting of the American Educational Research Association (AERA) conference, Toronto, Canada. [with Doctoral Student]

Smith, P. (2019, April). (Re)Positioning the Englishes of a Black transnational youth. Paper presented at the 2019 annual meeting of the American Educational Research Association (AERA) conference, Toronto, Canada.

Rose, C, Karkar, T., & Smith, P. (2019, April). Englishes as a site of colonial conflict: (In)Congruence between former teachers’ ideologies and literacy practices. Paper presented at the 2019 annual meeting of the American Educational Research Association (AERA) conference, Toronto, Canada. [with Doctoral Students]

Smith, P., Naqvi, R., Lee, J., & Chang, R. (2018, April). Contextualized and comparative language differences in the literacy assessment of U.S. and Canadian youth. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

Varner, J., Nigam, A., Smith, P., Karkar, T., Rodriguez, N., Thompson, T., Gutierrez, S., & Kumi-Yeboah, A. (2018, April). Literacy teacher educators’ development of multilingual and multicultural awareness through a research-practice partnership. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY. [with Doctoral Students]

Kumi-Yeboah, A., Smith, P., & Acquah, A.O. (2018, April). Cross-cultural educational experiences and challenges: Voices of Black African-born adolescent immigrants in United States schools. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

Smith, P., Willis, A., Lee, J., & Chang, R. (2018, April). Language self-identification and difference in the reading literacy achievement of African-American and Afro-Immigrant students. Paper presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

Smith, P. (2018, November). Centralizing place as past(s), present(s), future(s): Towards a hybridity of literate identities and place in the life of a Black immigrant scholar. In M. Gort (Chair), "Place, space, race": Examining how STAR Fellows' home and community literacy and language traditions shape their scholarly and educator identities. Paper presented as part of the Scholars of color Transitioning into Academic Research institutions (STAR) Fellows Research Showcase at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Gutierrez, S. & Smith, P. (2018, November). Prisms of promise: Mapping public school teachers’ cultural and linguistic pedagogically responsive practices using frequency analyses. Paper presented at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA. [with Doctoral Student]

Smith, P. (2018, December). STAR Program cross-cohort showcase and mentoring session. Paper presented as part of the Scholars of color Transitioning into Academic Research institutions (STAR) Cross-Cohort Showcase and Mentoring Session at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Smith, P. (2018, November). “Some people just make everything about race!”: Culturally relevant literacy pedagogy and my Black daughter. In J. Schneider (Chair), Twelve angry women: Observing against ourselves as parents and literacy educators. Paper presented at the Literacy Research Association (LRA), Indian Wells, CA.

Smith, P., Lee, J., & Chang, R. (2018, November). Characterizing competing tensions in the literacies of Black immigrant youth. Paper presented at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Watson, V., Bryan, K., Smith, P. [Symposium Organizer], Kiramba, L., Braden, E., & Naqvi, R. (2018, November). ‘Invisible no longer’: Centralizing race for conceptualizing the English literacies of Black immigrant bidialectal youth. In A. Razfar (Chair), Love through advocacy: Clarifying the invisible literacies of immigrant youth. Symposium presented at the 2018 annual meeting of the Literacy Research Association (LRA), Indian Wells, CA.

Kumi-Yeboah, A., & Smith, P. (2017, May). The multiple worlds of Ghanaian-born immigrant students and academic success. Paper presented at the 2017 annual meeting of the American Educational Research Association (AERA), San Antonio, TX.

Smith, P., (2017, December). Characterizing the English(es) of non-standardized English-speaking literacy teacher educators. Paper presented in the Scholars of color Transitioning into Academic Research institutions (STAR) Ethnicity, Race, and Minority session at the 2017 annual meeting of the Literacy Research Association (LRA), Tampa, FL.