The interior of an academic building. Chairs and tables are seen through black window panes.

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. 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 under review:

  • “‘Participation is Not About a Language Thing’: Access, Ideology, and Translingualism”
  • “Using Coversheets to Move Writers Beyond Editing into Real Revision.”
  • “Challenges and Possibilities of Applying Translingualism: Students Weigh in on Code-Meshing, Race and Power.”
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