Kristin’s research is interdisciplinary and generally brings together the study of language ideologies with decolonial theory in Writing Studies and English education. Kristin’s ethnographic research analyzes how standard language ideology impacts students’ and preservice teachers’ beliefs about language use in academic spaces. An advocate for critical language awareness, Kristin uses her teaching and research to connect linguistics, writing instruction, and rhetorical study.
Kristin also studies how religious faith impacts students’ writing and how students negotiate faith, politics, and academic work. During the fall 2022 semester, Kristin will be thinking with her preservice English teachers about how faith interacts with critical theories and the teaching of the secondary English curriculum. In the writing classroom, Kristin will be thinking with students about how language ideologies impact rhetorical decisions, attitudes, and outcomes.
Kristin currently has several articles forthcoming, under R&R, or submitted for peer-reviewed publication:
- VanEyk, Kristin (2022). “What Women Write: On Decanting Macaroni and Saying Goodbye to Ghost Trains.” Writing on the Edge.
- Curzan, Anne; Queen, Robin; VanEyk, Kristin; Weissler, Rachel. “Language Standardization.” (Invited; forthcoming).
- Curzan, Anne, and VanEyk, Kristin. “The Politics of Prescriptivism: One Style Manual, One Century.” (Accepted, forthcoming).
- VanEyk, Kristin (Under R&R). “‘Participation is not About a Language Thing’: Access, Ideology, and Translingualism.” College Composition and Communication.
- VanEyk, Kristin (Under R&R). “‘The University is All in English’: Multilingual Student Talk About Translingual Writing. College Composition and Communication.
Kristin is currently writing a book titled Writing Difference about approaches toward some of the most important conversations in English education: language standards, critical approaches in education, and how to engage social justice meaningfully as K-12 ELA teachers.