Luis Poza, PhD

Luis Poza

Assistant Professor, Teacher Education

Luis Poza's research investigates how beliefs about language, language learning, race, and nation are embedded in educational practice and policy. He uses qualitative methods, principally ethnography and participant observation, to examine how these ideologies and their curricular and legal manifestations shape students’ experiences in schools. Dr. Poza also draws upon his research in his teaching to support teacher candidates learning how to best serve students from historically marginalized populations.

Education

  • Ph.D., Sociology of Education + Race, Inequality, and Language in Education, Stanford University
  • M.A., Climate and Society, Columbia University
  • Preliminary Multiple Subjects Teaching Credential (BCLAD), San Jose State University
  • B.A., Latin American Studies, Yale University

Recent Publications

  • Espinoza, M.E., Vossoughi, S., Rose, M., & Poza, L.E. (2020). Matters of Participation: Notes on the study of dignity and learning. Mind, Culture & Activity. DOI: 10.1080/10749039.2020.1779304
  • Poza, L.E. & Shannon, S.M. (2020). “Where Language is Beside the Point: English Language Testing for Mexicano Students in the Southwestern U.S.” In P. DeCosta & M. Seyyed-Abdolhamid (Eds.) (46-67). Sociopolitics of English Language Testing. London: Bloomsbury Publishing.
  • Poza, L.E., (2019) “Where the true power resides”: Student translanguaging and supportive teacher dispositions, Bilingual Research Journal, 42(4), 408-431, DOI: 10.1080/15235882.2019.1682717
  • Poza, L.E., (2019). “Los dos son mi idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth, Journal of Language, Identity & Education, 18(2). 92-109. DOI: 10.1080/15348458.2018.1504682

  • Poza, L., & Viesca, K.M. (2018). Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students. Journal of education policy. (Online first). DOI: 10.1080/02680939.2018.1511831

  • Poza, L., (2018). “Los dos son mi idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth, Journal of Language, Identity & Education, DOI: 10.1080/15348458.2018.1504682

  • Poza, L. (2018). The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21(1), 1-19.

Recent Presentations

  • Poza, L. (2019). Todos juntos/All together: A Role for Social Design Experiments in School Gentrification Research. Annual meeting of the American Educational Research Association. Toronto, ON, CAN. Apr. 5,

  • Poza, L. (2019) Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Annual meeting of the American Association of Applied Linguistics. Atlanta, GA. Mar. 11, 2019

  • Poza, L. & Stites, A. (2019). Decolonizing the curriculum: Sociocritical literacies and 8th grade social studies. Colorado Association for Bilingual Education winter conference. Boulder, CO. Feb. 7, 2019

  • Poza, L., & Brooks, M.D., (2018). “Can I add something?”: Academic literacies and meaning making in the social sciences for pre-service teachers. Annual meeting of the Literacy Research Association. Indian Wells, CA. Nov. 28, 2018.

Noteworthy Grants and Awards

  • National Academy of Education/Spencer Foundation Postdoctoral Fellowship, 2017-2018

  • Outstanding Dissertation Award, Bilingual Education Research Special Interest Group, AERA, 2015

Online Resources

Areas of Research Interest

  • Bilingual education
  • Civil rights
  • English Learners
  • Education policy
  • Language ideologies
  • Language policy
  • Translanguaging

Recommended Reading

Personality Playlist

Listen to Luis' playlist below and access all of the personality playlists on our Lurie College of Education Spotify account