Emily Machado studies the teaching and learning of writing in linguistically and culturally diverse classroom contexts. Her current research examines how young children draw on their communicative resources (including languages, dialects, literacies, cultural practices, etc.) in and through composition. A former elementary school teacher, she is deeply interested in the ways that teachers can make their classrooms more equitable, humane, and inclusive for all children.
PhD, University of Illinois at Chicago, 2018
MAT, American University, 2011
BS, Northwestern University, 2009
Outstanding Dissertation Award, AERA Second Language Research SIG, 2019
Outstanding Dissertation Award, AERA Critical Perspectives on Early Childhood Education SIG, 2019
Machado, E., & Hartman, P. (2019). Translingual writing in a linguistically diverse primary classroom. Journal of Literacy Research, 51(4), 480-503.
Machado, E., Schutz, K. M., & Scane, C. D. (2019). Centering multilingualism in elmentary writing: Considerations for school and literacy leaders. English Leadership Quarterly, 42(2), 2-6.
Machado, E., Woodard, R., Coppola, R., & Vaughan, A. (2019). Cultivating opportunities for young adolescents to use multilingual and multicultural resources in school writing. Voices from the Middle, 26(4), 35-40.
Taylor, K., Taylor, E., Hartman, P., Woodard, R., Vaughan, A., Coppola, R., Rocha, D., & Machado, E. (2019). Expanding repertoires of resistance: Teachers cultivating critical English language arts pedagogies through collaborative narrative inquiry. English Teaching: Practice and Critique, 18(2), 188-203.
Hartman, P., & Machado, E. (2019). Language, race, and critical conversations in a primary writers' workshop. The Reading Teacher 73(3), 313-323.
Machado, E., Vaughan, A., Coppola, R., & Woodard, R. (2017). “Lived life through a colored lens”: Culturally sustaining poetry in an urban literacy classroom. Language Arts, 94(6), 367-380.
Machado, E. (2017). Fostering and sustaining diverse literacy practices in the early childhood classroom: Reviewing the literature in three areas. Literacy Research: Theory, Method, and Practice, 66, 1-16.
Machado, E., Woodard, R., Vaughan, A., & Coppola, R. (2017). Teaching grammar while valuing language diversity: Urban teachers navigating linguistic ideological dilemmas. In E. Ortlieb & J. Cheek (Eds.), Addressing Diversity in Literacy Instruction (pp. 37-53). Bingley, UK: Emerald Books.
Woodard, R., Vaughan, A., & Machado, E. (2017). Exploring culturally sustaining writing pedagogy in urban classrooms. Literacy Research: Theory, Method, and Practice, 66, 1-17.
Woodard, R. & Machado, E. (2017). Using video in urban elementary professional development to support digital media arts integration. Journal of Digital Learning in Teacher Education, 33(2), 49-57.