Faculty Profiles

Dr. Sara Smith

Assistant Professor, ESOL and Foreign Language Education

Sara Smith, Ph.D.

Email: sarasmith3@usf.edu
Phone: (813) 974-3533
Office Location: USF Tampa campus, EDU 302-H

Sara A. Smith received her Doctorate 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 the Harvard Graduate School of Education. In 2017, she joined the University of South Florida in the Department of Teaching and Learning as Assistant Professor in Foreign Language/ESOL Education.

Her research interests include within-population variation among bilinguals, new technologies for supporting bilingualism and biliteracy, and the cognitive and educational implications of bilingualism.

Selected Publications

Smith, S., & Li, Z. (2020). Closing the enjoyment gap: Heritage language maintenance motivation and reading attitudes among Chinese-American children. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2020.1742653

Woodhead, E., Chin-Newman, C., Spink, K., Hoang, M., & Smith, S. (2020). College students’ disclosure of mental health conditions on campus. Journal of American College Health. doi: 10.1080/07448481.2019.1706533

Choo, A. L., & Smith, S. (2019). Bilingual children who stutter: Convergence, gaps, and directions for research. Journal of Fluency Disorders. doi:10.1016/j.jfludis.2019.105741

Smith, S., & Briggs Baffoe-Djan, J. (2019). It takes two to make a thing go write: Self-reported Spanish reading and writing skill and relationships with digit span and stroop task performance among Spanish-English bilinguals. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2019.1667949
Smith, S., Woodhead, E., & Chin-Newman, C. (2019). Satisfaction among higher education students with disabilities: Measuring accommodation use and experiences disclosing to faculty, staff and peers. International Journal of Inclusive Education. doi: 10.1080/13603116.2019.1610087

Smith, S., Briggs, J., Pothier, H., & Garcia, J. (2019). Mental workouts for couch potatoes: Executive function variation among Spanish-English bilingual young adults. Applied Linguistics, 40(3), 413–431. doi: 10.1093/applin/amx038

Kain, S. Chin-Newman, C., & Smith, S. (2019). ‘It's All in your Head’: The Experience of Navigating the University Environment for Students with Psychiatric Disability. Journal of Post-Secondary Education and Disability, 32(4), 411-425.

Briggs Baffoe-Djan, J., Smith, S. (2019). Descriptive Statistics for Data Analysis. The Routledge Handbook of Research Methods in Applied Linguistics. J. McKinley & H. Rose (Eds.). Routledge: London.

Smith, S., Briggs, J., & Pothier, H. (2018). 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, 22(6), 695-716. doi: 10.1177/1367006917690913

Briggs, J., & Smith, S. (2017). English Medium Instruction and Idiomaticity in English as a Lingua Franca. Iranian Journal of Language Teaching Research, 5(3), 27-44.

Langer, N., Peysakhovich, B., Zuk, J., Drottar, M., Sliva, D., Smith, S., Becker, B., Grant, P. E., & Gaab, N. (2017). White matter alterations in infants at risk for developmental dyslexia. Cerebral Cortex, 27(2), 1027-1036. doi:10.1093/cercor/bhv281

Raschle, N., Becker, B., Smith, S., Fehlbaum, L., Wang, Y., & Gaab, N. (2017). Investigating the influences of early language delay and/or familial risk for dyslexia on brain structure in pre-school and kindergarten children. Cerebral Cortex, 27(1), 764-776. doi:10.1093/cercor/bhv267

Seitz, S., Smith, S. (2016). Working toward neurodiversity: How organizations and leaders can accommodate for Autism Spectrum Disorder. Journal of Business and Management, 22(1), 135-152.

Leon Guerrero, S., Smith, S., 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, S. (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.

Smith, S., Murphy, V. A. (2015). 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, 28(3), 347-369. doi: 10.1007/s11145-014-9527-y

Im, K., Raschle, N., Smith, S., Grant, P. E., Gaab, N. (2016). Atypical sulcal patterns in parietal region in children with a familial risk for developmental dyslexia. Cerebral Cortex, 26(3), 1138-1148. doi:10.1093/cercor/bhu305

Raschle, N., Smith, S., 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, 9(12), doi:10.1371/journal.pone.0115549