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 students.
PhD, University of Illinois at Chicago, 2018
MAT, American University, 2011
BS, Northwestern University, 2009
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.
Outstanding Dissertation Award, AERA Second Language Research SIG, 2019
Dissertation Award, AERA Critical Perspectives on Early Childhood Education SIG, 2019