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 examines cross-cultural and cross-linguistic challenges in multicultural teacher education for [Black/Caribbean immigrant] literacy teachers, educators and learners, cross-cultural and cross-linguistic challenges in literacy learning for multilingual [non-standardized speaking, bidialectal and Black/Caribbean] immigrant learners, cross-cultural and cross-linguistic considerations in international literacy assessment, and Black immigrants' Englishes in cross-cultural and cross-linguistic literacy contexts. She has demonstrated 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 of Black immigrants. 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 American Educational Research Association's (AERA) Language and Social Processes SIG Emerging Scholar Award (2015), International Literacy Association's (ILA) Reading Hall of Fame Emerging Scholar Award (2013-2017), and the Literacy Research Association's (LRA) Scholars of color Transitioning into Academic Research Institutions (STAR) Award (2017-2019). She is also a recipient of TTU's Integrated Scholar Award (2019), 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 serves as Associate Editor of the journal, Linguistics and Education (L&E) (2019-), as Co-Editor of the Caribbean Educational Research Journal (CERJ) (2018-),and as Faculty Advisor of the Caribbean Student Association (CSA) at Texas Tech University (2018-). She continues to advocate for the standardized and non-standardized Englishes of youth and educators both in the United States and beyond as illustrated in her recent publications by Literacy Practice and Research (2018), Teaching and Teacher Education (2018), and Theory into Practice (2019). She is currently undertaking work in the Caribbean as part of a funded project titled, Problematizing (Il)legitimacy of Englishes across the Diaspora,through which she will document the ways in which Englishes, literacies, and the language ideologies that influence them are leveraged in this region. She hopes to compare insights from this work to the ways in which Black Caribbean immigrants leverage these Englishes in the United States, as illustrated in her recently accepted work by the American Educational Research Journal (AERJ). As an educator committed to enhancing literacy instruction for all students, Dr. Smith will also use insights from her work on Englishes to inform the development of mechanisms for supporting culturally and linguistically responsive literacy teaching in ways that challenge standardized monolingual language norms.

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 Special Issue

Smith, P. (Ed.) (Forthcoming, 2020). Clarifying the role of race in the literacies of Black immigrant youth. Yearbook/Special Issue | Volume 122, Number 13. Teachers College Record.

Selected Refereed Articles and Book/Encyclopedic Chapters

Smith, P. (Accepted). “How does a Black person speak English?”: Beyond American language norms. American Educational Research Journal.

Smith, P. (2019). (Re)Positioning in the Englishes and (English) literacies of a Black immigrant youth: Towards a transraciolinguistic approach. In E.B. Bauer & R.T. Jimenez (Eds.), (Re)positioning language and literacy within culturally and linguistically diverse schooling communities.Theory into Practice. DOI:10.1080/00405841.2019.1599227 [Invited]

Smith, P. (2019).Caribbean discourse in inclusive education: Historical and contemporary issues. (Book Review). Teachers College Record. [Invited]

Smith, P. (2018). Finding (radical) hope in literacy: Pedagogical literacy insights from culturally and linguistically diverse students.Literacy Practice and Research, 43(3), 5-15.

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., 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]

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]

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.

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.

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.

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.

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.

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.

Edited Book

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. (2019, March). Immigrant adolescents' negotiation of standardized and non-standardized Englishes across contexts: Positioning for literate success. Paper presented at the 2019 Inaugural Bilingualism Matters conference at the University of South Carolina, Columbia, SC. [Invited]

Smith, P. [Symposium Organizer and Presenter]. (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 in conjunction with V. Watson, K. Bryan, L. Kiramba, E. Braden, & R. Zaidi at the 2018 annual meeting of 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.

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]

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 presented at 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 presented at 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 presented at 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 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 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 presented at the 2018 annual meeting of the American Educational Research Association (AERA), New York, NY. [with Doctoral Students]

Non-Refereed Publications/Creative Works

Smith, P.(2019). Handbook of research on critical thinking and teacher pedagogy. (Foreword). In S. Robinson & V. Knight (Eds.) [Invited]

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

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

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]

Anderson, A., Smith, P., Schneider, J. J., & Frier, A. D. (2015, March). Live! From Mount Olympus. Presented at the 2015 annual meeting of the Literacy Research Association. 

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.

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. (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.