The languages and dialects of all children are precious, irreplaceable funds of knowledge for life-long learning. As educators, we can learn to see our students’ linguistic and cultural identities as resources for learning and teaching, rather than as problems.
Patrick H. Smith is Associate Professor of Bilingual Education and Literacy at the University of Illinois at Urbana-Champaign. He teaches in the Language and Literacy Education Program and holds affiliate faculty appointments in Latin American and Caribbean Studies, Latina/Latino Studies, and Second Language Acquisition and Teacher Education. His research focuses on the literacies of Mexican-origin, (im)migrant, and Spanish/English emergent bilingual learners.
Professor Smith's work has appeared in journals in the U.S., Mexico, Colombia, and Argentina, including Reading Research Quarterly, the International Journal of Qualitative Studies in Education, Southwest Journal of Linguistics, The Reading Teacher, Journal of Adult and Adolescent Literacy, the Bilingual Research Journal, Lectura y Vida, and Estudios de Lingüística Aplicada.
Professor Smith is the co-author (with Christopher J. Hall and Rachel Wicaksono) of Mapping Applied Linguistics: A Guide for Students and Practitioners (Routledge/Taylor & Francis, 2011). http://www.routledge.com/books/details/9780415559133/
Associate Professor of Bilingual Education and Literacy Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2014 - present
Joyce Morris Article Award History of Education Special Interest Group, International Reading Association, 2010 - 2010
Miembro, Nivel 1 Investigador Nacional Sistema Nacional de Investigadores, México, 2004 - 2004
Outstanding Dissertation Award National Association for Bilingual Education, 2001 - 2001
Professor Smith's research focuses on language and literacy learning and education in multilingual schools and communities. Drawing on linguistics, history, anthropology, sociology, and language planning, his work has contributed to scholarly knowledge and practical applications in the areas of (1) dual language or two-way immersion education; (2) school and community literacies in Central Mexico; (3) Mesoamerican indigenous literacies and contemporary literacies in Mexico; (4) transnational and immigrant literacies in the U.S.; and (5) the language and literacy practices of Texas border colonia communities.
Al-Salmi, L., & Smith, P. (2015) Arab immigrant mothers parenting their way into digital biliteracy Literacy in Composition Studies, special issue of on the Transnational Movement of People and Information 3 (3), 48-66 link >
Smith, P., & Murillo, L. (2015) Theorizing Translanguaging and Multilingual Literacies through Human Capital Theory International Multilingual Research Journal 9 (1), 59-73 link >
Smith, P., & Murillo, L. (2015) Mediating Deficit Views of Mexican-origin Learners with Pre-service Literacy Teachers Teacher Education & Practice 28 (1), 27-44
Al-Salmi, L., & Smith, P. (2015) The Digital Biliteracies of Arab Immigrant Mothers Literacy Research: Theory, Method, and Practice 64, 193-209 link >
Smith, P. (2015) Review of Bilingual Education and Language Policy in the Global South (Routledge, 2013) Language Policy/Springer: Dordrecht/Washington, DC, Netherlands/ USA link >
JImenez, R., Eley, C., Leander, K., & Smith, P. (2015) Transnational Immigrant Youth Literacies: A Selective Review of the Literature. Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development! IGI Global: Hershey, PA, USA link >
Smith, P., & Murillo, L. (2015) Biliteracy and Human Capital in Texas Border Colonias. Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development! IGI Global: Hershey, PA, USA link >
García, J., & Smith, P. (2015) Expanding Research Approaches in Underserved Communities International Journal of Interdisciplinary Social and Community Studies 10 (4), 19-25
Smith, P. (2014) Review of El Bilingüismo en el Mundo Hispanohablante Wiley-Blackwell: Malden, MA, USA link >
Smith, P., & Murillo, L. (2013) Repositioning biliteracy as social capital for learning: Lessons from teacher preparation at the U.S.-Mexico border The International Journal of Qualitative Studies in Education 26 (3), 301-323
Smith, P., & Amabilia, V. (2012) Literacies on the Margins: Border Colonias as Sites for Literacy Research Yearbook of the Literacy Research Association 61, 137-148
Smith, P., & Murillo, L. (2012) Researching Transfronterizo Literacies in Texas Border Colonias International Journal of Bilingual Education and Bilingualism/Taylor and Francil 15 (6), 635-651
Hall, C., Smith, P., & Wicaksono, R. (2011) Mapping applied linguistics: A guide for students and practitioners Routledge/Taylor & Francis: London/New York, UK/US link >
Teague, B., Smith, P., & Jiménez, R. (2010) Learning to write in a Mexican elementary school Journal of Language and Literacy Education 6 (1), 1-19
Smith, P., Murillo, L., & Jimenez, R. (2009) The social construction of literacy in a Mexican community: Coming soon to your school?. Affirming students’ rights to their own language: Bridging language policies to teaching practices Routledge/National Council of Teachers of English: NYC, USA
Jimenez, R., Smith, P., & Teague, B. (2009) Transnational and community literacies for teachers Journal of Adolescent and Adult Literacy 53 (1), 16-26 link >
Jimenez, R., & Smith, P. (2008) Mesoamerican literacies: Indigenous writing systems and contemporary possibilities Reading Research Quarterly 43 (1), 28-46 link >
Vance, C., Smith, P., & Murillo, L. (2007) Prácticas de lecto-escritura en padres de familia: Influencias en el desarrollo de la lectoescritura de sus hijos Lectura y Vida: Revista Latinoamericana de Lectura 28 (3), 6-17
Smith, P. (2007) El desarrollo del bialfabetismo en una niña bilingüe: Ejemplos de un estudio longitudinal. Bialfabetismo: Lectura y escritura en dos lenguas en Colombia Universidad del Valle: Cali, Cauca, Colombia
Jimenez, R., Smith, P., & Martinez, N. (2003) Freedom and Form: The language and literacy practices of two Mexican schools Reading Research Quarterly 38 (4), 588-508
Smith, P. (2002) ‘Ni a pocha va a llegar’: Minority language loss and dual language schooling in the U.S.-Mexico borderlands Southwest Journal of Linguistics 21 (1), 165-183
Smith, P., Arnot-Hopffer, E., Carmichael, C., Murphy, E., Valle, A., Gonzalez, N., & Poveda, A. (2002) Raise a child, not a test score: Perspectives on bilingual education at Davis Bilingual Magnet School Bilingual Research Journal [Special issue highlighting successful bilingual programs] 26 (1), 1-19
Smith, P. (2001) Community language resources in dual language schooling Bilingual Research Journal [Special issue on recently completed dissertations] 25 (3), 375-404
Smith, P., & Arnot-Hopffer, E. (1998) Éxito Bilingüe: Promoting Spanish literacy in a dual language immersion program Bilingual Research Journal 21 (2,3, & 4), 261-277
Journal of Literacy Research, 2014 - present
Mentor, Proposal Mentoring Project Literacy Research Association, Doctoral Student Innovative Community Group, 2015 - 2015
Language Arts (journal), 2008 - present
Panel on The English Language Learner Experience, First Annual Unit 4 Staff Retreat for Minority Rec Champaign Unit 4 School District,
P. David Pearson Scholarly Impact Award Committee Literacy Research Association, 2015 - present
Editorial Review Board Member, Universidad del Atlántico Divulgaciones Etnológicas, Museo de Antropología, Círculo de Estudios Lingüísticos, Sociales y Culturales, 2015 - present
Tutor trainer Student Opportunities for After-School Resources (SOAR), 2015 - 2015
International Prep Academy,
Volunteer Tutor Plazas Comunitarias, Urbana Adult Education, 2014 - 2014
Member, Editorial Committee GiST Journal, 2013 - present
Professor Smith teaches courses in educational linguistics, second language literacy, bilingual education foundations, and Bilingual/ESL methods. His doctoral courses address topics in Biliteracy/Multilingual Literacies; Biliteracy and Human Capital; and Introduction to Language.
Lang Varieties,Cult,& Learning For students in the elementary and middle grades licensure programs. Introduces students to issues related to first- and second-language development, cultural diversity, and language variation. Addresses the above issues in terms of teaching and learning and serves as a base for subsequent courses that will extend these issues in the content areas. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Admission to a teacher preparation program.
Found of Bilingual Educ Analyzes historical, political, and educational influences on bilingual/ESL education in US. Theoretical foundation of bilingual and ESL programs are examined as well as the effectiveness of program models in promoting academic achievement. Meets standards and course requirements for the Illinois State Board of Education Teaching Approval and Endorsement for Bilingual and ESL teachers. Course Information: Same as LLS 433. 3 undergraduate hours. 2 or 4 graduate hours.
Biling ESL Methods & Material Focuses on bilingual and English-as-a-second language (ESL) curriculum development and instruction for bilingual and second-language learners (K-12) in a variety of language and program settings. Emphasizes bilingual and ESL materials selection and development, bilingual and ESL literacy instruction, bilingual and ESL content area instruction, and sheltered English instruction. Issues related to second-language acquisition, cultural and linguistic diversity, and parental and community involvement are reviewed. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: CI 433 or consent of instructor.
Intro to Language Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.
Language & Literacy Seminar Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.
Second Language Literacy I Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.
Second Lanuage Literacy I Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.