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This webinar, organized by the AAAL Public Affairs and Engagement Committee, focuses on the roles that applied linguists can play in co-creating a more just society. Panelists will describe the objectives and motivations for their work as well as their positionalities, collaborations, and engagement. They will talk about both the successes and challenges they have experienced in this work. They will also provide advice to applied linguistics scholars and practitioners interested in engaging in practices that promote social justice. There will be ample time for Q. & A.
John Baugh is the Margaret Bush Wilson Professor in Arts and Sciences at Washington University in St. Louis. He attended Temple University as an undergraduate, majoring in Speech, Rhetoric, and Communication, and received his M.A. and Ph.D. in linguistics at the University of Pennsylvania. He is best known for formulating the concept of linguistic profiling and has conducted research on that topic in the United States, Brazil, the Caribbean, England, France, and South Africa. That research was variously supported by The Ford Foundation, The National Science Foundation, The United States Department of State, The United States Department of Justice, and the Rockefeller Foundation. Most of his research is devoted to finding ways to use linguistic science to advance equality and to improve the human condition globally. His most recent book is titled, Linguistics in Pursuit of Justice (Cambridge University Press, 2018). He is a past president of the American Dialect Society, and currently serves on the Board of Behavioral, Cognitive, and Sensory Sciences of the National Academies of Science, Engineering, and Medicine.
Maneka Deanna Brooks is an associate professor of reading education at Texas State University. Dr. Brooks’ research agenda centers on everyday educational practices that impact the educational trajectories of bilingual adolescents. In addition, she teaches both undergraduate and graduate courses on the intersection of bilingualism, race, and literacy. Dr. Brooks’ work has been published in the Journal of Literacy Research, Research in the Teaching of English, Language and Education, and other venues. She is the author of Transforming Literacy Education for Long-Term English Learners: Recognizing Brilliance in the Undervalued (Routledge, 2020). Dr. Brooks earned her PhD in Educational Linguistics from Stanford University Graduate School of Education, a M.A. in Secondary Bilingual Education and B.A. in Psychology with a minor in Spanish from Loyola Marymount University.
Glenn Martínez is professor of Hispanic Linguistics at The Ohio State University. His research focuses on language access in health care for Spanish-speaking populations and on the relationship between language and health. He has pursued projects that seek to affirm and leverage community-based assets and strengths in promoting social justice among language minority patients and families. His work has been funded by the National Institutes of Health, the Patient-Centered Outcomes Research Institute, the US Department of Education and the National Endowment for the Humanities. He is author of Spanish in Health Care: Policy Practice and Pedagogy in Latino Health (Routledge, 2020) and co-author with Robert Train of Tension and Contention in Language Education for Latinx in the United States (Routledge, 2020).
Netta Avineri is Language Teacher Education Associate Professor and Intercultural Competence Committee Chair at the Middlebury Institute of International Studies at Monterey (MIIS). She teaches Critical Service-Learning and Teacher Education courses at California State University, Monterey Bay. Netta is AAAL Public Affairs and Engagement Committee Chair, Co-Lead Collaborator for Community Solutions Lab, and Middlebury Social Impact Corps Academic Director. Her research interests include language and social justice, critical interculturality, and heritage language socialization. She is a past Chair of the American Anthropological Association’s Language and Social Justice Task Force. She is a co-editor of the 2019 (Routledge) Language and Social Justice in Practice and author of the 2017 (Palgrave Macmillan) Research Methods for Language Teaching: Inquiry, Process, and Synthesis.