UMass Boston

Adolescent Second Language Development, ESL/Bilingual Education, Classroom Interaction, Immigrant Youth, Mixed Methods Research Design

PhD, New York University

• Carhill-Poza, A., & Kurata, N. (Eds.) (2021). Social Networks in Language Learning and Language Teaching. London, UK: Bloomsbury Publishing.
• Carhill-Poza, A., & Williams, T. (2020). Learning “anytime, anywhere”?: The imperfect alignment of immigrant students’ experiences and school-based technologies in an urban U.S. high school. Comparative Education Research, 64(3), 428-450.
• Carhill-Poza, A., & Chen, J. (2020). Adolescent English learners' language development in technology-enhanced classrooms. Language Learning & Technology, 24(3), 1-25.
• Carhill-Poza, A. (2019). Defining flipped learning for English learners in an urban secondary school. Bilingual Research Journal, 42(1), 90-104.
• Carhill-Poza, A. (2018). Silenced partners: The role of bilingual peers in secondary school contexts. Teachers College Record, 120(11), 1-28.
• Carhill-Poza, A. (2017). Re-examining English language teaching and learning for adolescents through technology. System, 67, 111-120.
• Carhill-Poza, A. (2016). “If you don’t find a friend in here, it’s gonna be hard for you”: Structuring bilingual peer support in urban high schools. Linguistics & Education, 37, 63-72.
• Carhill-Poza, A. (2015). Opportunities and outcomes: The role of peers in developing the academic English proficiency of adolescent English learners. The Modern Language Journal., 99(4), 678--695.
• Carhill-Poza, A. (2014). “Spanish-speakers and normal people”: The linguistic implications of segregation in US high schools. In J. Koyama & M. Subramanian (Eds.), Education in a world of migration: Implications for policy and practice, pp. 54-70. New York: Routledge.
• Suárez-Orozco, C., Carhill-Poza, A., & Chuang, S. (2011). Immigrant children: Making a new life. In S. Chang & R. Moreno (Eds.). Immigrant children: Change, adaptation, and cultural transformation (pp. 7-26). Lanham, MD: Rowman & Littlefield Publishers, Inc.

Research Interests

Dr. Carhill Poza’s research examines the ways social resources and social contexts shape the language learning experiences and outcomes of emergent bilingual youth in urban schools. She connects policies and practices at the school, district, state, and national level to opportunities for immigrant adolescents who are learning English to develop supportive relationships and engage their multilingual repertoires in learning academic English and academic content. Her current projects are based in Boston-area public schools and Beijing, China.

Teaching Interests

Dr. Carhill Poza’s teaching interests focus on multidisciplinary perspectives on second language development and education policies and practices for multilingual students. Her graduate courses are designed to foster critical inquiry about the role of sociocultural factors in language use and language learning, as well as reflexivity in teaching practice.

Classes Taught

APLING 605 Theories and Principles of Language Teaching

APLING 618 Teaching English as a Second Language: Methods and Approaches

APLING 633 Discourse Analysis

APLING 665 Immigration & Education

APLING 684 Global & Digital Pedagogy for Linguistically Diverse Students

APLING 698 Practicum

APLING 700 Issues in Applied Linguistics

Social Media & Web
Academia.edu:  https://um-boston.academia.edu/AvaryCarhillPoza