Dr. Steve Daniel Przymus earned his Ph.D. in Second Language Acquisition and Teaching from the University of Arizona and is now an Assistant Professor of Bilingual/Multicultural Education at Texas Christian University (TCU). At the TCU College of Education, Steve teaches the Sociolinguistics of Bilingualism, a Seminar in Bilingual Education, Exceptional Children and Youth at Risk, Foundations of Language Acquisition, and TESOL Methods and Assessment. Steve’s research is the intersection of social semiotics, identity, and education. His current research studies include developing a translanguaging approach to assessing the holistic language abilities of emergent bilinguals in order to inform decisions regarding language difference vs. language disability, advocacy for emergent bilinguals with disabilities to remain in bilingual education programs, translanguaging pedagogy for secondary and higher education, learning from Indigenous literacy practices, understanding and leveraging bilingual decision-making for educational equity and success of emergent bilinguals, the impact of MMORPGs on the language socialization and identity development of transnational students in Mexican schools, and deconstructing the hidden curriculum of monolingualism in bilingual education by explaining monolingual metonymy in bilingual schoolscapes. Steve’s research interests have been influenced by his 16 years teaching experience as a public school teacher in the U.S., two and a half years as a U.S. Peace Corps Volunteer in the Dominican Republic, experience as a Fulbright Distinguished Awards in Teaching grantee in Chiapas, México, and ongoing work with emergent bilinguals in U.S. public schools, transnational students in Mexican public schools, and Indigenous Zapotec teachers in Oaxaca, México. Steve’s innovative contributions to the fields of applied linguistics and bilingual education include both pedagogical models and analytical frameworks, such as the 2-1-L2(T) dual-language model (Przymus, 2016), the Functional Approach to Code-switching Electronically (FACE) (Przymus, 2017, 2014), the ELL Ambassadors Program (Przymus, 2016), and the Semiotic Index of Gains in Nature & Society (SIGNS) (Przymus & Kohler, 2018).
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