Patriann Smith, PH.D.
Office: Education 327
Patriann Smith is an Assistant Professor of Language, Diversity, and Literacy Studies in the Department of Curriculum and Instruction at Texas Tech University. Dr. Smith’s work emerges at the intersection of language, culture, literacy and multicultural teacher education and draws primarily on sociocultural, sociolinguistic and acculturation theories to examine the ways in which cross-linguistic and cross-cultural differences intersect, clash and collide to impact literacy teaching and learning for culturally and linguistically diverse learners across local, national and international contexts. Specifically, Dr. Smith utilizes qualitative and quantitative approaches to advocate for literacy instruction and assessment that capitalizes on students’ cultural and linguistic affordances as a means of addressing language ideologies that impact literacy [under] performance for [Black immigrant] speakers of non-standardized English(es) in U.S. schools.
Dr. Smith is a recipient of the International Reading Association’s (IRA) Hall of Fame Young Scholar Award (2013-2017), the Literacy Research Association’s (LRA) Scholars of color Transitioning into Academic Research Institutions (STAR) Award (2017-2019) and the American Educational Research Association’s (AERA) Language and Social Processes SIG Emerging Scholar Award (2015). Dr. Smith serves as a Literacy Champion with stakeholders in the Lubbock Independent School District (LISD) as part of the East Lubbock Promise Neighborhood (ELPN) project to enhance literacy performance for non-standardized English-speaking students.
- Ph.D. (2013) University of South Florida, Tampa, FL
Doctor of Philosophy in Curriculum & Instruction: Literacy Studies
Cognate/Specialization: Multilingual Education
Dissertation: Crossing Cultural Boundaries: Explorations in Multilingual Teaching and Learning
- M.A. (2010) University of South Florida, Tampa, FL
- B.Sc. (2005) Andrews University, Berrien Springs, MI
Elementary Education: Language Arts, English
- A.A. (2000) Andrews University, Berrien Springs, MI
Elementary Teacher Training: Psychology
Areas of Interest and Expertise
- Cross-cultural and cross-linguistic considerations in literacy and language learning for non-standardized/bidialectal, multilingual [Black/Caribbean immigrant] learners
- Cross-cultural and cross-linguistic considerations in [online] language and literacy teaching, learning and assessment
- Cross-cultural and cross-linguistic challenges in multicultural teacher education for [Black/Caribbean immigrant] literacy teachers and learners
- Standardized and non-standardized language ideologies in cross-cultural and cross-linguistic contexts
- Cross-cultural and cross-linguistic concerns in methodological approaches to literacy research (e.g., verbal reports or think-alouds, cognitive interviewing)
Refereed Articles and Book Chapters:
Smith, P., Williams, G., & Warrican. S.J. (Accepted, 2016). Towards transculturalism in tackling diversity for literacy teacher education. In J. Roswell & R. Naqvi (Eds.), Literacy lives in transcultural times. New York: Routledge.
Smith, P., Kumi-Yeboah, A., Cheema, J., Warrican, S. J., & Alleyne, M. L. (Accepted, 2016). Language-based literacy differences in the literacy performance of bidialectal youth. Teachers College Record.
Kumi-Yeboah, A., & Smith, P. (Accepted, 2016). Relationships between minority students’ online learning experiences and academic performance. OLCOnline Learning Journal (formerly the Journal of Asynchronous Online Learning Networks).
Smith, P. (In Press). Non-Standardized Englishes. Oxford Research Encyclopedia of Education (Oxford University Press).
Smith, P. (2016). A distinctly American opportunity: Crossing linguistic boundaries by exploring non-standardized Englishes in policy and practice. Insights from the Behavioral and Brain Sciences (Sage Publications Special Volume), 3(2), 194-202.
Kumi-Yeboah, A., & Smith, P. (2016). Cross-cultural educational experiences and academic achievement of Ghanian immigrant youth in urban public schools. Education and Urban Society, 1-22.
Smith, P., Warrican, S. J., & Kumi-Yeboah, A. (2016). Linguistic and cultural appropriations of a multilingual literacy teacher educator: An autoethnographic self-study. Studying Teacher Education, 12(1), 88-112.
Kumi-Yeboah, A. & Smith, P.(2016). Factors that promote enhancement of critical multicultural citizenship education among Black immigrant youth. International Journal of Multicultural Education, 18(1), 158-182.
Smith, P., & Kumi-Yeboah, A. (2015). Using cross-cultural, cross-linguistic and cross-historical commonalities to inform language policy for bidialectal/multilingual language and literacy instruction: A case of the English-speaking Caribbean. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of research on cross-cultural approaches to language and literacy development (pp. 392-419). Hershey, PA: IGI Global.
Kumi-Yeboah, A., Smith, P., Yuan, G., & Nash, C. (2015). Deepening understanding of multicultural online education: Teaching presence for English language learners. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Aygeman (Eds.), Strategic management of interaction, presence, and participation in online courses (pp. 472-493). Hershey, PA: IGI ßGlobal.
Smith, P., & Kumi-Yeboah, A. (2015). Exploring the interstices of literate, linguistic and cultural diversity. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of research on cross-cultural approaches to language and literacy development (pp. 237-260). Hershey, PA: IGI Global.
Smith, P. (2013). Accomplishing the goals of multicultural teacher education: How about transdisciplinarity? Curriculum and Teaching Dialogue, 15(1), 27-40.
Smith, P., & Kumi-Yeboah, A. (2015). Handbook of research on cross-cultural approaches to language and literacy development. Hershey, PA: IGI Global.
Refereed Conference Presentations:
Smith, P., Lee, J., Chang, R., & Kumi-Yeboah A. (Accepted, 2017). Incongruence between native and test administration languages: Towards equal opportunity in international literacy assessment. Paper submitted to the 2017 annual meeting of the American Educational Research Association (AERA), San Antonio, TX.
Smit, J., Smith, P., Torres, A., & Lesley, M. (Accepted, 2017). Learning from the lessons of literacy educators in underperforming schools. Paper submitted to the 2017 annual meeting of the American Educational Research Association (AERA), San Antonio, TX.
Gutierrez, S., Gonzalez, A.,& Smith, P. (Accepted, 2017). Hablas social media? A review of research regarding adolescent Latino/a social media usage. Paper submitted to the 2017 annual meeting of the American Educational Research Association (AERA), San Antonio, TX.
Smith, P., Cheema, J., & Kumi-Yeboah A. (2016, April). Language-based differences in the international literacy assessment of bidialectal youth. Paper to be presented at the 2015 annual meeting of the American Educational Research Association (AERA), Washington, DC.
Smith, P., Cheema, J., & Kumi-Yeboah A. (2016, April). Marginalization in international literacy assessment: The incongruence between native and test administration languages. Paper to be presented at the 2015 annual meeting of the American Educational Research Association (AERA), Washington, DC.
Smith, P. (2015, August, Invited). The central role of culture to advancing literacy and language across nations. Presentation to be made 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, New York.
Smith, P. (2015, April, Invited). Cross-cultural approaches to language and literacy practice: Future directions for the field. Paper presented at the Invited Panel of the Language and Social Processes (LSP) Special Interest Group at the 2015 annual meeting of the American Educational Research Association (AERA), Chicago, Illinois.