In her dissertation study, Kristin conducts interviews with multilingual students enrolled in first-year writing to explore how they negotiate their languages and construct their identities and authority in the writing classroom. She uses an interdisciplinary approach, drawing from critical race theory, standard language ideology, and translingual theory to develop antiracist frameworks and pedagogies for writing studies. Through grounded theory methodology and ideological discourse analysis of student writing samples, Kristin brings together race and translingual theory to analyze the affordances and constraints of first-year writing for multilingual students.
Kristin currently has three articles forthcoming or under R&R that develop theory and pedagogy for writing studies from a feminist, antiracist, and critical disability studies lens:
- VanEyk, Kristin (Forthcoming Fall 2021). “What Women Write: On Decanting Macaroni and Saying Goodbye to Ghost Trains.” Writing on the Edge.
- VanEyk, Kristin (Under R&R). “‘Participation is not About a Language Thing’: Using a Framework of Access for Social Justice.” 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 also has several articles and a book-length manuscript in progress:
- VanEyk, Kristin (In Progress). “Charged with Teaching: Why Grammar Isn’t Neutral.”
- Curzan, Anne; Queen, Robin; VanEyk, Kristin; Weissler, Rachel (In Progress). Invited manuscript on Standardization and Linguistic Subordination.
- “The Politics of Prescriptivism: One Style Manual, One Century.” (with Anne Curzan)
- VanEyk, Kristin (In Progress). “Member Checking at the Margins.”
- Antiracist Frameworks for Translingual Writing Classrooms.