Texas Tech University

Patriann Smith, PH.D.

Assistant Professor
Curriculum and Instruction

Email: patriann.smith@ttu.edu

Phone: 806-834-7170

Office: Education 327 

Vita

Dr. 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 addresses the ways in which the cross-cultural and cross-linguistic challenges faced by [immigrant] students, teachers, and educators can be taken into account in literacy teaching, learning, and assessment. Dr. Smith pursues her research agenda via three interrelated strands of research and a research niche: (a) Research Strand 1.1: Identifying cross-cultural and cross-linguistic challenges in multicultural teacher education for [Black/Caribbean immigrant] literacy teachers, educators and learners; (b) Research Strand 1.2: Cross-cultural and cross-linguistic challenges in literacy learning for multilingual [non-standardized speaking, bidialectal and Black/Caribbean] immigrant learners; (c) Research Strand 1.3: Cross-cultural and cross-linguistic considerations in international literacy assessment; (d) Research Niche 1.4: Englishes in cross-cultural and cross-linguistic literacy contexts. Her research niche focuses on intersections across these strands, demonstrating how standardized, non-standardized Englishes, and the language ideologies that inform the use of these Englishes, both challenge and create affordances for cross-cultural and cross-linguistic literacy teaching, learning, and assessment. Through this research agenda, Dr. Smith creates opportunities in literacy curriculum, assessment, and policy for better addressing the academic needs of (Black) immigrant educators and students.

Dr. Smith's efforts towards advancing understandings of diversity in language and literacy have been acknowledged in her receipt of the International Literacy Association's (ILA) 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). She is also a recipient of TTU's President's Excellence in Diversity and Equity Award (2018), President's Excellence in Teaching Award (2018), and Alumni Association New Faculty Award (2017). Dr. Smith has served as a Literacy Champion with stakeholders in the Lubbock Independent School District (LISD) as part of the East Lubbock Promise Neighborhood (ELPN) initiative to enhance literacy performance for non-standardized English-speaking students.

Dr. Patriann Smith, Ph.D.

Education

  • 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
    Reading Education
  • 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)

Selected Publications

Refereed Articles and Book/Encyclopedic Chapters:

Smith, P. (Accepted, 2018). Englishes across literacy contexts: The re(positioning) of immigrant English-speaking adolescents in U.S. schools. Guest Edited (Eurydice B. Bauer and Robert T. Jimenez) Special Themed Issue on Positioning and Identity. Theory into Practice. [Invited]

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. Click here.

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. Click here.

Smith, P., Kumi-Yeboah, A., Cheema, J., 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] Click here.

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. [Invited] Click here.

Smith, P., Frazier, P., Lee, J., & Chang, R. (2017). Incongruence between native and test administration languages: Towards equal opportunity in international literacy assessment. International Journal of Testing, 1-21. Click here.

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. Click here.

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. Click here.

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. Click here.

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. Click here.

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. Click here.

Smith, P. (2013). Accomplishing the goals of multicultural teacher education: How about transdisciplinarity? Curriculum and Teaching Dialogue, 15(1), 27-40. Click here.

Edited Book:

Smith, P., & Kumi-Yeboah, A. (2015). Handbook of research on cross-cultural approaches to language and literacy development. Hershey, PA: IGI Global. Click here.

Refereed Conference Presentations:

Frazier, P., 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 accepted by the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

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 accepted by the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY.

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 Ethnicity, Race, and Minority session at the 2017 annual meeting of the Literacy Research Association (LRA), Tampa, FL.

Smith, P., (2017, November). Beyond standard American norms in education: Insights from Black immigrants' Englishes. Paper presented at the 2017 annual meeting of the Literacy Research Association (LRA), Tampa, FL.

Smith, P., Lee, J., Chang, R., & Kumi-Yeboah A. (April, 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.

Smith, P., Smit, J., Lesley, M., & Finch, B. (2017, February). Learning through advocacy: Developing awareness for culturally and linguistically diverse learners. Paper presented at the 2017 annual meeting of the Southwest Educational Research Association (SERA), San Antonio, TX. [with School District Partner]

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.

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

Non-Refereed Publications/Creative Works:

Smith, P. (2018, January/February). Renewing hope with Englishes: Insights from middle schoolers. Literacy Today, 34-35. [Invited] Click here.

Smith, P. & Balyasnikova, N. (2016, February). TESOL ICIS Newsletter. Click here.

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. [Invited]Click here.

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

Invited Talks:

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. (2015, August). 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). 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.