Steve Przymus, Ph.D.
Program Area: Bilingual/ESL
817-257-5885 | firstname.lastname@example.orgTexas Christian University
TCU Box 297900
Fort Worth, TX 76129
Steve Daniel Przymus, Ph.D. is an Assistant Professor of Bilingual/Multicultural Education 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 17 years as a 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. His research focuses on translanguaging in pedagogy and assessment, advancing bilingual special education, the sociolinguistics of bilingualism, metonymy in linguistic landscapes, and the language development, identity, and education of transnational youth.
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
- Bilingual Education
- Translanguaging Studies
- Assessing & Teaching Culturally & Linguistically Diverse Exceptional Students
- Intersectionality in Bilingual Special Education
- 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
- Social semiotics for education
- Donovan/Patton National Impact Scholar (2017-2019)
- Fulbright Distinguished Awards in Teaching Grantee (2010)
- Fulbright Alumni Grant Recipient (2015, 2011, 2010)
Przymus, S. D., Ruiz Jiménez, F., & Pérez García, V. (In press). Mensajes de los abuelitos: Reclaiming Zapotec ways of knowing and community-based biliteracy practices in Oaxaca, México. Bilingual Review/Revista Bilingüe
Przymus, S. D. & Alvarado, M. (In press). Advancing bilingual special education: Translanguaging in content-based story retells for distinguishing language difference from disability. Multiple Voices for Ethnically Diverse Exceptional Learners.
Przymus, S. D., Ruiz Jiménez, F., & Pérez García, V. (In press). Mensajes de los abuelitos: Multimodal Zapotec literacy development via the assertion of local ontologies and community-based xkialnana (knowledge) in Oaxaca, Mexico: A Case Study. In Jan Lacina & Robin Griffith (Eds.) Preparing Globally Minded Teachers: Knowledge, Practices, and Case Studies. New York, NY: Routledge.
Przymus, S. D., & Kohler, A.T. (2018). 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. (2018). 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. (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., & 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. (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.