I am an applied linguist by training and specialize in language and literacy education. My research consists of three related strands. The first strand centers on second language literacy education in English-as-a-foreign-language contexts and has its roots in my PhD work, which was situated at the intersection of psycholinguistics, language acquisition, and second language writing. The second strand investigates biliteracy acquisition in bilingual and English-as-a-second-language (ESL) contexts, especially such biliteracy development in the early years. My third strand of inquiry focuses on academic literacy. In this work, I have drawn on various linguistic and epistemological theories to examine how knowledge-making practices and social relations may shape the rhetorical and discourse strategies used by members of academic communities to construct and communicate scientific knowledge. My research on academic literacy aims to capture the diversity and complexity of academic literacy practices and offer pedagogical insights and strategies for enhancing the disciplinary literacy of students at various levels of education.

I am interested in supervising graduate projects in the areas of academic discourse, academic literacy, English medium instruction, language assessment, bilingual acquisition in school and home, language-in-education policy, second language writing, and the psychology of second language learning and use. I am open to quantitative, qualitative, and mixed-methods approaches to investigating the complexity of language and literacy development.