Steve Przymus, Ph.D.

Steve Przymus, Ph.D.

Assistant Professor

Program Area: Bilingual/ESL

817-257-5885  |

Texas Christian University
TCU Box 297900
Fort Worth, TX 76129


Steve Daniel Przymus, Ph.D. is an Assistant Professor of Bilingual Education/ESL at Texas Christian University. Steve’s experiences as a U.S. Peace Corps Volunteer (Dominican Republic, 2003-2005), Fulbright Distinguished Awards in Teaching Grantee (Mexico, 2010), and U.S. public school teacher have driven his passion for developing and promoting multimodal/multilingual pedagogies that recognize individuals’ full semiotic repertoires and educational life histories. Steve’s research focusses on the language and identity development of emergent bilinguals through innovative bilingual instruction in the classroom, through socialization in interest-based communities of practice beyond the classroom, and through bilingual semi-anonymous communicative interactions online.


Ph.D. Second Language Acquisition & Teaching
University of Arizona

M.A. TESOL & Applied Linguistics
University of Northern Iowa

B.S.Ed. Spanish Education
University of South Dakota

Academic Areas

  • Bilingual Education
  • Language Acquisition
  • Ecological Language Assessment
  • Content Language Pedagogy

Research areas

  • Dual language immersion
  • Interest-based peer language socialization
  • Computer assisted language learning/Gaming
  • Bilingual transnational telecollaboration
  • Differentiating and assessing language difference/delay from disability
  • Linguistic landscapes/schoolscapes
  • Sociolinguistics
  • Social semiotics for education

Professional achievements

  • Fulbright Distinguished Awards in Teaching Grantee (2010)
  • Fulbright Alumni Grant Recipient (2015, 2011, 2010)

Selected publications

Przymus, S. D. (In press). Imagining and moving beyond the ESL bubble: Facilitating communities of practice through the ELL Ambassadors Program.  The Journal of Language, Identity, and Education, 15(5).

Przymus, S. D. (In press). Challenging the monolingual paradigm in secondary dual-language instruction: Reducing language-as-problem with the 2-1-L2 model. Bilingual Research Journal, 39(3-4)

Przymus, S. D. & Kohler, A. T. (Forthcoming). SIGNS: Uncovering the mechanisms by which messages in Schoolscapes influence language/race ideologies.  Linguistics & Education.

Przymus, S. D. (Under review). The pedagogical role of purposeful code-switching in transnational telecollaborative exchanges: Negotiating semi-anonymous borders of identity. L2 Journal

Przymus, S. D. & Romo Smith, A. (Under review). ¿Eres un Gamer?: Engaging transnational children in game-ecology language and identity socialization within the EFL environment. In Perren, J., Kelch, K., Byun, J., Cervantes, S., & Safavi, S. (Eds.), Applications of CALL Theory in ESL & EFL Environments, IGI Global.

Przymus, S. D. (2015). Imagining and moving beyond the ESL bubble: Observing changes in identity, power, and language acquisition through the ELL Ambassadors Program.  In Lengeling, M. & Pablo, I. (eds.), Perspectives on Qualitative Research, pp. 501-516. Universidad de Guanajuato Press, Guanajuato.

Przymus, S. D. (2014). Negotiating language use in CALL’s fourth phase: An introduction to a Functional Approach to Code-switching Electronically (FACE). Arizona Working Papers in SLA & Teaching, 21, 1-19.

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