Mark R. Emerick
Assistant Professor

B.A., M.Ed., Kutztown University
Ph.D., Temple 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. 

Mark began his career as an English as a Second Language (ESL) teacher in Allentown School District, Pennsylvania. During his tenure as a public school teacher, he taught all levels of ESL from grades 7-12 and high school sheltered English language arts, wrote high school ESL curriculum, prepared and presented professional developments for mathematics and social studies teachers, and worked for the Pennsylvania Department of Education on the ELL Overlay for secondary mathematics and the Keystone Project-Based Assessment in nonfiction. More recently, Mark served as an editorial assistant on the Journal of Language, Identity, and Education and as a leadership coach for a Federal Department of Education Professional Development Grant aimed at transforming high schools in the School District of Philadelphia to better serve bilingual and multilingual students. His recent work in public education involves research–practice partnerships and professional development aimed to build and sustain equity initiatives supporting emergent biilngual students educational opportunities and access.

Mark's research interests involve examining how school structures affect emergent bilinguals’ educational equity and access to opportunities to attain college and career readiness. As an ethnographer, he works to understand the organizational processes that affect emergent bilinguals' access to and experiences in career and technical education (CTE) programs. This research draws on critical race theory among other critical theories, to examine 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 began examining the role of school leaders their decision-making processes in expanding and/or restricting emergent bilinguals' access to college and career readiness opportunities. Broadly, his research has implications for educational practice and local, state, and federal policy.

His dissertation, A Critical Race Theory Perspective on English Learners' Experience in Career and Technical Education: Access, Equity, and Opportunity to Learn, was awarded the Dr. Rita Wolotkiewicz Phi Delta Kappa award for outstanding professional achievement 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. 

As a teacher educator, Mark is dedicated to preparing prospective teachers to be equitable educators who can meet the needs of all students and 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.



Recent/Upcoming Presentations

  • 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