About My Research
My principal area of specialization is the reading development of bilingual and bidialectical adolescents who are experiencing difficulties meeting some of the literacy demands of secondary education. I am particularly concerned with developing a more robust knowledge base about the educational experiences and literacy practices of a population of students who are frequently referred to as long-term English learners. In addition to the previously described area of focus, I study the ways in which racial, linguistic, and ethnic diversity is conceptualized and discussed in teacher education.
Publications (Chronological Order of Publication)
Brooks, M.D. (2019). A mother’s advocacy: Lessons for educators of long-term EL students. In H.A. Linville & J.C. Whiting (Eds.), Advocacy in English language teaching and learning (pp. 175-189). New York, NY: Routledge.
Brooks, M.D. & Frankel, K.K. (2018). Oral reading: Practices and purposes in secondary classrooms. English Teaching: Practice and Critque, 17 (4), 328-341.
Brooks, M.D. (2018). Untapped possibilities: Intersectionality theory and literacy research. In D. Alvermann, N. Unrau, & M. Sailors (Eds.), Theoretical models and processes of literacy (7thed., pp. 435-445) New York, NY: Routledge.
Brooks, M.D. (2017). “She doesn't have the basic understanding of a language”: Using spelling research to challenge deficit conceptualizations of adolescent bilinguals. Journal of Literacy Research, 49(3), 342-370. doi: 10.1177/1086296X17714016
Brooks, M.D. (2017). How and when did you learn your languages? Bilingual students' linguistic experiences and literacy instruction. Journal of Adolescent and Adult Literacy 60(4), 383-393. doi: 10.1002/jaal.573
Frankel, K., Jaeger, E., Brooks, M.D., & Randel, M. (2015). Struggling readers?: Using theory to complicate understandings of what it means to be literate in school. Literacy Research: Theory, Method, and Practice 64(1), 307-322.
Valdés, G., Poza, L., & Brooks, M.D. (2015). Language acquisition in bilingual and multilingual education. In W.E. Wright, S. Boun, & O. Garcia (Eds.), Handbook of Bilingual and Multilingual Education (pp. 56-74). Malden, MA: Wiley-Blackwell.
Valdés, G., Poza, L., & Brooks, M.D. (2014). Educating students who do not speak the societal language: The social construction of language learner categories. Profession. Retrieved from http://profession.commons.mla.org/2014/10/09/educating-students-who- do-not-speak-the-societal-language/
Brooks, M.D. (2011). The Global Phenomenon of Bi/Multilingualism (Book Review). Linguistics and Education, 22, 294-295.
Selected Research-Related Grants and Awards
Postdoctoral Fellow, National Academic of Education/Spencer Postdoctoral Fellowship, (2018)
Fellow, STAR Mentorship Program, Literacy Research Association (2015-2017)
Graduate Dissertation Fellow, Research Institute of Comparative Studies in Race and Ethnicity, Stanford University (2012-2013)
Fellow, Cultivating New Voices among Scholars of Color , National Council of Teachers of English (2010-2012)
Fellow, G. Richard Tucker Fellowship, Center for Applied Linguistics (2010)