Faculty & Staff
Avary Carhill-Poza, PhD
Assistant Professor of Applied Linguistics, College of Liberal Arts
Areas of Expertise
Adolescent Second Language Development, ESL/Bilingual Education, Classroom Interaction, Immigrant Youth, Mixed Methods Research Design
PhD, New York University
Professional Publications & Contributions
- Carhill-Poza, A. (in press). Silenced partners: The role of bilingual peers in secondary school contexts. Teachers College Record.
- 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.
- Carhill, A., Súarez-Orozco, C., & Páez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45(4), 1155-1179.
- Suárez-Orozco, C., & Carhill, A. (2008). New directions in research with immigrant families and their children. In H. Yoshikawa & N. Way (Eds.) Beyond the family: Contexts of immigrant children’s development. New Directions for Child and Adolescent Development, 121, 87-104.
- Carhill, A., & Selinker, L. (2006). An interlanguage perspective on genre. Rivista di Psicolinguistica Applicata, 6(3), 141-154.
Dr. Carhill Poza’s research examines the ways peer groups and classroom contexts shape the language learning experiences and outcomes of emergent bilinguals in urban schools. Her current projects also look at how innovative policies and practices afford linguistically diverse adolescents opportunities to use their multilingual repertoires in learning academic English.
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.
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
Social Media & Web