I am interested in the listening subject's experience with language. I design perception experiments that incorporate sociolinguistic and anthropological theory to reveal how individual experiences of language are informed by broader societal ideologies. My experiments and data analysis are carefully informed by critical social theories—e.g., raciolinguistics and intersectionality—to reveal how hegemonic and in-group ideologies shape the perceiver's conscious and subconcious opinions about language.

Related papers/projects:

PUBLISHED in Journal of Experimental Phonetics XXXI

Influence of orthography in production and perception of /b/ in US Spanish

IN PRESS in Language Science Press

Language attitudes in Liguria: Effects of gender on the perception of Genoese

PUBLISHED in "Social Meanings of Language Variation in Spanish". Special issue in Languages. (Eds: Sonia Barnes and Whitney Chappell):

Indexing deficiency: Connecting language learning and teaching to evaluations of US Spanish

I analyze discourse as a context-specific, social practice that is informed by social structures of power. I am especially invested in uncovering how hegemonic ideologies undergird "appropriate" language use in public sphere. Relatedly, I use a [feminist] critical discourse analytical praxis to explicitly critique how oppressive processes of naturalization and normativization are products of the white supremacist capitalist patriarchy (see hooks 2000).

Related papers/projects:

PUBLISHED in Journal of Language and Discrimination (5)2

Sorry, Not Sorry: Ted Yoho’s Infelicitous Apology as Reification of Toxic Masculinity

SPECIAL PROJECT (in progress at San Quentin Prison):

Communicative Burden and hegemonic conformity: The sociolinguistic labor of incarcerated people

Research Committee Oversight #2204-048 (California Department of Corrections and Rehabilitation) 

IN PREPARATION:

A semiotic analysis of right-wing surveillance of Alexandria Ocasio-Cortez’s linguistic forms (LSA Student Abstract Award, 3rd Prize)

The ideological 'standard' language as a model for learning promulgates a  monolithic falsehood that excludes language variation as an inherent component of language. I believe that an inclusive language program strives to dismantle these [neo]colonial conceptualizations of language that historically and presently marginalize entire communities of practice.

Related papers/projects:

IN PRESS to Critical Language Teacher Education: Theory, Praxis, and Pedagogy (Eds: Ali Fuad Selvi & Ceren Kocaman)

Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives (with Clara Bauler)

PUBLISHED to Decolonizing Spanish Language Teaching and Social Justice: Theoretical Approaches, Teaching Competences and Practices. Special issue in Journal of Spanish Language Teaching. (Eds: M. Fuertes Gutiérrez, R. Márquez-Reiter, B. Evans, A. Moreno Clemons)

Raciolinguistics and Spanish language teaching. (with Tasha Austin and Aris Moreno Clemons)

PUBLISHED in L2 Journal, (13) 1

A raciolinguistic perspective of language programs and departments