Steve Przymus, Ph.D.

Steve Przymus, Ph.D.

Assistant Professor

Program Area: Bilingual/ESL

817-257-5885  |  s.przymus@tcu.edu

Texas Christian University
TCU Box 297900
Fort Worth, TX 76129

Bio

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.

Education

Ph.D. Second Language Acquisition & Teaching
University of Arizona
2016

M.A. TESOL & Applied Linguistics
University of Northern Iowa
2008

B.S.Ed. Spanish Education
University of South Dakota
1996

Academic Areas

  • Bilingual Education
  • Translanguaging Studies
  • Assessing & Teaching Culturally & Linguistically Diverse Exceptional Students
  • Intersectionality in Bilingual Special Education

Research areas

  • Translanguaging in dual language immersion
  • Interest-based peer language socialization
  • Metonymy & Metaphor
  • Bilingual decision making
  • Computer assisted language learning/Gaming
  • Bilingual transnational telecollaboration
  • Appropriate assessment & instruction of emergent bilinguals with disabilities
  • Linguistic landscapes/schoolscapes
  • Sociolinguistics
  • Social semiotics for education

Professional achievements

  • Donovan/Patton National Impact Scholar (2017-2019)
  • Fulbright Distinguished Awards in Teaching Grantee (2010)
  • Fulbright Alumni Grant Recipient (2015, 2011, 2010)

Selected publications

Przymus, S. D. (In press). Appropriate Assessment e Instrucción de los Emergent Bilinguals con Disabilities. In Jimerson, J.B. & Quebec Fuentes, S. (Eds.), Instructional Leadership in the Content Areas:  Case Studies for Curriculum and Instruction. Book accepted for publication by a joint imprint of Routledge/University Council for Educational Administration (UCEA), slated for 2019 release.

Przymus, S. D. (In press). From DACA to Dark Souls: Promoting MMORPGs as a sanctuary for students facing uncertain linguistic, educational, and identity futures. TESOLers for Social Responsibility.

Przymus, S. D. (2017). Bilingually traversing the US/Mexico” wall” via a classroom telecollaborative exchange: Translanguaging online with the Functional Approach to Code-switching Electronically (FACE). Issues and Trends in Educational Technology, 5(2).

Przymus, S. D., & Kohler, A.T. (2017). SIGNS: Uncovering the mechanisms by which messages in the linguistic landscape influence language/race ideologies and educational opportunities. Linguistics and education. https://doi.org/10.1016/j.linged.2017.10.002.

Przymus, S. D., & Smith, A. R. (2017). ¿Eres un Gamer?: Engaging Transnational Children in Game-Ecology Language and Identity Socialization Within the EFL Environment. In J. Perren, K. Kelch, J. Byun, S. Cervantes, & S. Safavi (Eds.), Applications of CALL Theory in ESL and EFL Environments (pp. 269-290). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2933-0.ch015

Przymus, S. D. (2017). The Subliminal Influence of Street Signs in Schoolscapes: Elective vs. Circumstantial Reverse Indexicality in a Tale of Two Tucsons. The Arizona Working Papers in Second Language Acquisition and Teaching, 24, 4-24.

Przymus, S. D. (2016). 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), 279-295.

Przymus, S. D. (2016). 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), 265-279.

Przymus, S. D. (2016). ¿Eres un gamer?: Encouraging game-ecology language socialization at schools.  Refereed conference proceedings of the 43rd International MEXTESOL Convention, 186-192.

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.