Mark R. Emerick
B.A., M.Ed., Kutztown University
Mark R. Emerick is an assistant professor in the Education Department responsible for teaching courses in social foundations of education, curriculum & instruction, sociolinguistics, methods for teaching emergent bilingual students, and first year writing.
During his nearly two decades in education, Mark has been an English as a Second Language (ESL) and English language arts teacher, curriculum writer, professional development provider, editorial staff on The Journal of Language Identity and Education, and a leadership coach in the School District of Philadelphia. Currently, Mark is building research–practice partnerships and professional development relationships with schools, aimed to build and sustain equity initiatives supporting emergent bilingual students’ educational opportunities. He is also on the board of directors for the Allentown School District Foundation where he is a member of the Teacher Innovation Grants Committee, which supports novel pedagogical initiatives for teachers in Allentown.
Mark's research examines how school structures affect emergent bilinguals’ access to opportunities to attain college and career readiness. As an ethnographer, he works to understand the organizational processes that affect emergent bilinguals' experiences in career and technical education (CTE) programs. This research draws on critical race theory to examine the intersection of racial and linguistics inequalities in the education system and to understand the ways in which identities, beliefs, linguistic and political ideologies, and language education policies facilitate and/or restrict emergent bilinguals’ opportunities to achieve college and career readiness. More recently, he has begun examining the role that school leaders and their decision-making processes play in expanding and/or restricting emergent bilinguals' opportunities to attain college and career readiness.
He has published his research in journals such as Anthropology and Education Quarterly, Educational Administration Quarterly, and the International Multilingual Research Journal. His dissertation was awarded the 2020 Dr. Rita Wolotkiewicz Phi Delta Kappa award by Temple University's College of Education and was selected as a finalist for the 2021 Dissertation Award by the Second Language Research special interest group of the American Educational Research Association. Additionally, he was recently selected as a 2022 National Academy of Education/Spencer Foundation Postdoctoral Fellow to conduct a study on emergent bilingual students’ access to CTE programs.
As a teacher educator, Mark is dedicated to preparing prospective teachers to be equitable educators who can advocate for students from a range of socioeconomic, ethnic, cultural, and linguistic backgrounds. Equally, he is committed to engaging students in research opportunities which will prepare them to be dynamic and responsive educators and future educational researchers and applied linguists.
Emerick, M. R. & *Goldberg, J. L. (in press). “I would purposely try to keep them separated”: Language ideologies, language policy, and beliefs about emergent bilinguals in career and technical education. TESOL Quarterly.
- Emerick, M. R. (2022). Supporting multilingual students from policy to practice: Systemic initiatives to create equitable career and technical education. International Multilingual Research Journal, 16(3), 209–216. https://doi.org/10.1080/19313152.2022.2080900
- Emerick, M. R. (2022). Diversity ideology and school leadership: Obscuring inequities for emergent bilingual students in career and technical education. Educational Administration Quarterly, 58(2), 223–257. https://doi.org/10.1177/0013161X211052510
Emerick, M. R., Hoffman, B. Y., & Kanno, Y. (2020). Teaching Hispanic restaurant workers: Translanguaging as culturally sustaining pedagogy. Anthropology and Education Quarterly, 51(3), 304-321. https://doi.org/10.1111/aeq.12340
- Emerick, M. R. (2019). Explicit teaching and authenticity in L2 listening instruction: University language teachers’ beliefs. System, 80, 107-119. https://doi.org/10.1016/j.system.2018.11.004
- Wagner, E., Wang, L., & Emerick, M. R. (2018). Listening to real-world English, part 3: Backchanneling. TESOL Connections.
- Wang, L., Emerick, M. R., & Wagner, E., (2018). Listening to real-world English, Part 2: Filled pauses. TESOL Connections.
- Emerick, M. R., Wagner, E., & Wang, L. (2018). Listening to real-world English, part 1: Connected speech. TESOL Connections.
Emerick, M.R. & Ashton, D. (2023, March 18–21). Challenging colonized thinking in second language listening: Teachers’ beliefs about authentic listening instruction [Individual paper presentation]. American Association for Applied Linguistics, Portland, OR.
Emerick, M. R. & *Goldberg, J. L. (2022, March 19–22). Language ideologies and deficit beliefs about emergent bilinguals in career and technical education [Paper presentation]. American Association for Applied Linguistics, Pittsburgh, PA.
Emerick, M. R. (2021, April 9–12). Counternarratives of cultural wealth: Challenging deficit discourses around emergent bilinguals' career and technical education enrollment. In R. Sánchez Ares (Chair), Countering deficit ideologies surrounding English language learners in K-12 settings [Roundtable]. American Educational Research Association, Virtual Conference.
Emerick, M. R. (2021, March 20–23). Barriers to college and career readiness for emergent bilingual students in career and technical education. In Y. Kanno (Chair), Emergent bilinguals’ access to college: Qualitative case studies of structural inequalities in high schools [Colloquium]. American Association for Applied Linguistics, Virtual Conference.
- Emerick, M. R. (2020, August). Neoliberalism and language policies in career and technical education. Paper to be presented at the Multidisciplinary Approaches in Language Policy and Planning Conference, Montréal, Canada. (Conference Canceled)
- Emerick, M. R. (2020, March). College and career ready?: Emergent bilinguals’ opportunities and access in career and technical education. In Y. Kanno (Chair), Emergent bilingual students’ postsecondary options: Qualitative studies of opportunity to learn and access. [Colloquium]. American Association for Applied Linguistics Conference, Denver, CO. (Conference Canceled)
- Emerick, M. R. (2019, April). "OK, we should watch a Youtube video": University language teachers’ approaches to listening pedagogy and the role of teacher training. [Paper Presentation]. The American Association for Applied Linguistics Conference, Atlanta, GA.
- Swavely, J., Mabry, M., Sandilos, L., Emerick, M. R., & Vujovic, S. (2018, May). Using local data to improve school life, education, and family engagement for English learners. [Presentation]. Research to Practice (R2P) Conference, School District of Philadelphia, Philadelphia, PA
- Emerick, M. R. (2018, April). Explicit instruction and authenticity in L2 listening pedagogy: University language instructors' beliefs and the role of teacher training. [Paper Presentation]. 5th Annual Language, Linguistics, and Life Conference, Temple University, Philadelphia, PA.
- Hoffman, B., Kanno, Y., & Emerick, M. R. (2018, April). Hispanic immigrant restaurant workers’ changing investment in the learning of English. [Roundtable]. American Educational Research Association Annual Meeting, New York, NY.
- Emerick, M. R., Hoffman, B. Y., & Kanno, Y. (2017, March). Culturally responsive pedagogy and translanguaging in a community-based ESL program for Hispanic restaurant workers. [Poster Presentation]. The American Association for Applied Linguistics Conference, Portland, OR.
*student researcher at the time of writing or submission