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. (2018). Pushing past myths: Designing instruction for long-term English learners. TESOL Quarterly, 52(1), 221-233. doi: 10.1002/tesq.435
- Brooks, M.D. (2017). Other: Multiraciality, community, and cross-racial research [Special Issue]. Journal of Literacy Research 49(4),544-558. doi: 10.11777/1086296X177733489
- 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
- Brooks, M.D. (2016). “Tell me what you are thinking”: An investigation of five Latina LTELs constructing meaning with academic texts. Linguistics and Education, 35, 1-14.
- Brooks, M. D. (2016). Notes and talk: an examination of a long-term English learner reading-to-learn in a high school biology classroom. Language and Education,30(3), 235-251.
- 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.
- Brooks, M.D. (2015). "It's like a script.": Long-term English learners' experiences with and ideas about academic reading. Research in the Teaching of English, 49(4), 383-406.
- 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.
- Poza, L., Brooks, M. D., & Valdés, G. (2014). Entre Familia: Immigrant Parents’ Strategies for Involvement in Children’s Schooling. School Community Journal, 24(1), 119-148.
- 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
- 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)