Publications by Dr. Patriann Smith

Dr. Patriann Smith, a Saint Lucian by birth and American by migration, is well known for her research on race, language, and immigration published broadly in numerous articles, encyclopedias, and books across local, national, and international outlets worldwide.

Dr. Smith began undertaking her research independently as a scholar at the University of Illinois at Urbana-Champaign (UIUC) (2013-2015) where she served as Coordinator of the University of Illinois Summer Reading Clinic and as Reading Teacher and Reading Specialist Coordinator of the UIUC’s programs. She has since worked at the Texas Tech University (TTU) (2015-2019) where she served as Project Manager for the United States Department of Education’s (USDOE) East Lubbock Promise Neighborhood Literacy Champions Initiative with the Lubbock Independent School District (LISD).

Dr. Smith returned to the University of South Florida (USF) in 2019 where she has served as an Executive Member of the Caribbean Community Association (CCA) and as Governance Committee Chair in the Department of Language, Literacy, Exceptional Education, Ed.D., and Physical Education. She is the outgoing Parliamentarian of the USF Faculty Senate having served under the leadership of Faculty Senate President, Dr. Jenifer Jasinski Schneider, and University President, Rhea Law.

Dr. Smith continues to undertake local, national, and international partnerships such as her recently completed role as USF Principal Investigator of the United States Agency for International Development (USAID) RISE Caribbean initiative (2021-2024) and Co-Founder of the RISE Caribbean Educational Research Center (CERC).

Originally from the island nation of St. Lucia where she served as a teacher, Patriann lived, studied, and taught in Trinidad & Tobago prior to taking up residence in the United States as an American scholar-mother-educator. When she is not working with schools, teachers, students, and educators, Patriann is walking, hiking, enjoying live comedy, dancing, meditating, writing, or thinking about new and inspiring ways to change the world.

Dr. Smith credits her father, mother, daughter, the many Black (immigrant) students with whom she interacts daily, and the numerous mentors, colleagues, friends and family members who have given so selflessly to support and inspire her as she serves as an advocate for our humanity.

• Smith, P. (Invited, 2023). Black immigrant literacies and the promise of unbroken Englishes: Five things every teacher should know and can do. The Reading Teacher.

• Smith, P. (Invited, In press, 2025). Black Englishes. In X.L. Curdt-Christiansen & C. Weninger (Eds.), Linguistics volume of the second edition of the Encyclopedia of Applied Linguistics (Carol Chapelle, Ed., 2nd edition). Section: Literacy and Linguistic Diversity. Wiley Blackwell. https://onlinelibrary.wiley.com/doi/book/10.1002/9781405198431

• Smith, P. (Invited, In press, 2025). Black Englishes and the global multilingual imperative: Towards a transnational ethos in urban education. Urban Education.

• Smith, P. (Invited, In press, 2025). Translanguaging in Black immigrant literacies. In W.S.E. Lam & R. Darvin (Eds.), Literacy volume of the second edition of the Encyclopedia of Applied Linguistics (Carol Chapelle, Ed., 2nd edition). Section: Literacy and Linguistic Diversity. Wiley Blackwell. https://onlinelibrary.wiley.com/doi/book/10.1002/9781405198431

• Edwards, P., & Smith, P. (Invited, 2023). From illiterate assumption to literate potentiality: Harnessing the possibility of Parent of Color stories. Contemporary Issues in Early Childhood.

• Willis, A., Waldron, C., Croom, M., Smith, P., Machado, E. (Invited, 2023). Reimagining LRA in the spirit of a transcendent approach to literacy. Invited based on panel in response to Dr. Arlette Willis’s Oscar S. Causey Award Address at the Literacy Research Association. Literacy Research: Theory, Method and Practice.

• Smith, P. (2023). “I want them to see the real us not just what they what they want us to be…”: Cultivating a ‘Literate Language of the Soul’ for radical hope.” Literacy Practice and Research.

• Smith, P. (Invited, 2023). A call for raciolinguistic epistemologies: Transnational languaging of immigrant literacy teacher educators. In Sunny Lau (Ed.), Critical race approaches to language education: 20th Anniversary Volume. Critical Inquiry in Language Studies.

• Smith, P. (Invited, 2023). Centralizing place as past(s), present(s), future(s): Hybridities of literate identities and place in the life of a Black immigrant scholar. Alliance for African Partnership Perspectives: Michigan State University Press Journals.

• Edwards, P. & Smith, P. (Invited, 2023). From illiterate assumption to literate potentiality: Harnessing the possibility of Parent of Color Stories. In M. Souto-Manning (Ed.), Journal of Contemporary Early Childhood Education.

• Smith, P. (Invited, Submitted, 2021). Conceptualized the notion of “raciosemiotic architecture.” From ‘language’ to ‘raciosemiotic’ architecture through new literacies for equity in classrooms. Critical Inquiry in Language Studies. (Subsequently retracted from publication.)

• Edwards, P., Smith, P., & McNair, J. (2023). Toward culturally relevant literacies with children and families of color. In R. Tierney, Fazal Rizvi, Kadriye Ercikan (Eds.): Literacies & Languages Volume (In D. Yaden & T. Rogers, Eds.) International Encyclopedia of Education (4th Edition). Elsevier.

• Smith, P. (2022). Black immigrants in the United States: Transraciolinguistic justice for imagined futures in a global metaverse. (In A. Mackey, Ed., Themed Issue: Social Justice). Annual Review of Applied Linguistics, 42, 109-118. DOI: https://www.doi.org/10.1017/S0267190522000046. [2019 5 Year Impact Factor: 4.032| 2019 Scopus CiteScore: 16/830 in Language and Linguistics | 2019 SJR: 15/938 in Linguistics and Languages | 13/884 in Language and Linguistics | H5-Index: 27]

• Warrican, S.J., Alleyne, M., Smith, P., Karkar-Esperat, T., Zaidi, R., Chen, Y., & Yin, Y. (2022). Cultural alloys and heterogenous mixes: Contextualized and comparative language differences in the literacy assessment of U.S. and Canadian youth. Research in Comparative and International Education, 17(1), 3-28. https://doi.org/10.1177/17454999211057449 [Impact Factor: 1.50]

• Smith, P., Smit, J., Finch, B., Nigam, A., & Burke, D. (2022). (Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators. Berkeley Review of Education, 11(1), 5-40. DOI: http://dx.doi.org/10.5070/B811145763 Retrieved from https://escholarship.org/uc/item/85k213fn. [with District Partner]

• Smith, P., Lee, J., & Chang, R. (2022). Characterizing competing tensions in Black immigrant literacies: Beyond partial representations of success. Reading Research Quarterly, 57(1), 59-90. DOI: https://doi.org/10.1002/rrq.375 [5 Year Impact Factor: 3.896 | 2019 Impact Factor: 4.340 | H-Index: 77 | Q1 | SJR: 2.06]

• Smith, P. (2022). A transraciolinguistic approach for literacy classrooms. The Reading Teacher, 75(5), 545-554. DOI: https://doi.org/10.1002/trtr.2073 [2020 Impact Factor: 1.632 | 5-Year Impact Factor: 1.281]

• Smith, P. & Warrican, S.J. (2021). Critical awareness for literacy teachers and educators in troubling times. Literacy Practice and Research, 46(2), 1-20. DOI: 10.25148/lpr.009638 [Acceptance Rate: 50%] [with International Partner]

• Willis, A. & Smith, P. (Commissioned, 2021). Advancing antiracism in literacy research. Literacy Research: Theory, Method and Practice, 70(1), 152-169. DOI: https://doi.org/10.1177/23813377211027554

• Kiramba, L.K., Kumi-Yeboah, A., & Smith, P. (2021). Cultural and linguistic experiences of immigrant youth: Voices of African immigrant youth in United States urban schools. Multicultural Education Review, 13(1), 43-63. DOI: https://doi.org/10.1080/2005615X.2021.1890312

• Smith, P. & Warrican. S.J. (2020). Rac(e)ing with Black immigrant literacies in COVID-19. International Journal of Multidisciplinary Perspectives in Higher Education, Fall Edition, 5(1), 141-149. DOI: https://doi.org/10.32674/jimphe.v5i1.2546 [Invited]

• Smith, P. (2020). Silencing invisibility: Towards a framework for Black immigrant literacies. Teachers College Record, 122(13), 1-42. DOI: https://doi.org/10.1177/016146812012201301 [5 Year Impact Factor: 1.727 | 2018 Impact Factor: 1.072]

• Hotchkins, B. & Smith, P. (2020). Translanguaging as a gateway to Black immigrant collegians’ leadership literacies. Teachers College Record, 122(13), 1-29. DOI: https://doi.org/10.1177/016146812012201312 [5 Year Impact Factor: 1.727 | 2018 Impact Factor: 1.072]

• Kim, J., Cruz, J., Hite, R., Dwyer, J., Gottlieb, J., Greenhalgh-Spencer, H., Park, M., Smit, J., Smith, P., Zimmerman, A. (2020). Affective writing as a promise of “yet-to-become”: Unearthing the meaning of writing through the voices of tenure-track Assistant Professors. Taboo: The Journal of Culture and Education, 19(5). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol19/iss5/7.

• Smith, P. (2020). The case for translanguaging in Black immigrant literacies. Literacy Research: Theory Method, and Practice, 69(1), 192-210. DOI: https://doi.org/10.1177/2381336920937264 [Acceptance Rate: 12% | H5-Index: 9 | H5-Median: 10]

• Kumi-Yeboah, A., Dogbey, J., Yuan, G., & Smith, P. (2020). Cultural diversity in online education: An exploration of instructors’ perceptions and challenges. Teachers College Record, 122(7), 1-46. DOI: https://doi.org/10.1177/016146812012200708 [5 Year Impact Factor: 1.727 | 2018 Impact Factor: 1.072]

• Smith, P., Warrican, S.J., Kumi-Yeboah, A., Cheema, J., & Alleyne, M.L. (2020). Disrupting (mis)representation in the literacy achievement of “(under)performing” youth. Journal of Education and Development in the Caribbean, 18(2), 111-165. DOI: https://doi.org/10.46425/j518021775 [with International Partner]

• Smith, P. (2020). “How does a Black person speak English?”: Beyond American language norms. American Educational Research Journal, 57(1), 106-147. DOI: https://doi.org/10.3102/0002831219850760 [5 Year Impact Factor: 4.811 | 2019 Impact Factor: 6.896 | 5/263 | 8/1222]

• Smith, P., Warrican, S.J., & Alleyne, M.L. (2020). “You hear my funny accent?!”: Problematizing assumptions about Afro-Caribbean ‘teachers turned educators’. International Multilingual Research Journal, 14(3), 248-269. DOI: 10.1080/19313152.2019.1710042 [2018 Impact Factor: 1.60 | H Index 18] [with International Partner]

• Smith, P., Karkar, T., Varner, J., Nigam, A., & Finch, B. (2020). Making visible awareness in practice: Literacy educators in diverse classrooms. Review of Education, 8(2), 380-415. [Pseudo IF: 2.115 | Acceptance Rate: 40%] DOI: https://doi.org/10.1002/rev3.3190 [with District Partner]

• Kumi-Yeboah, A., Onyewuenyi, A., & Smith, P. (2021). Teaching Black immigrant students in urban schools: Teacher and peer relationships and academic performances. The Urban Review, 53, 218-242. DOI: https://doi.org/10.1007/s11256-020-00570-2 [2018 Impact Factor: 1.41 | H-Index: 34 | Q1 | SJR: 0.945]

• Smith, P., Kim, D., Vorobel, O., & King, J. (2020). Verbal reports in the reading processes of language learners: A methodological review. Review of Education, 8(1), 37-114. DOI: https://doi.org/10.1002/rev3.3170 [Pseudo IF: 2.115 | Acceptance Rate: 40%]

• Smith, P. (2020). “Mr. Wang doesn’t really care how we speak!”: Responsiveness in the practice of an exemplary Asian-American teacher. The Urban Review, 52, 351-275. DOI: https://doi.org/10.1007/s11256-019-00531-4 [2018 Impact Factor: 1.41]

• Smith, P., Varner, J., Nigam, A., Liu, Y., Lesley, M., Smit, J., *Burke, D., & *Beach, W. (2019). Teaching writing in the midst of fragile alliances: What does it mean to be a literacy teacher educator in a research-practice partnership with four underperforming schools? Action in Teacher Education, 42(4), 328-353.
  DOI: https://doi.org/10.1080/01626620.2019.1658657 [Acceptance Rate: 15-20% | H-Index: 24]

• Smith, P. (2019). (Re)Positioning in the Englishes and (English) literacies of a Black immigrant youth: Towards a ‘transraciolinguistic’ approach. Theory into Practice, 58(3), 292-303. DOI:10.1080/00405841.2019.1599227 [ 5 Year Impact Factor: 2.199 | 2019 Impact Factor: 1.432]

• Smith, P., Kumi-Yeboah, A., Chang, R., Lee, J., & Frazier, P. (2019). Rethinking ‘(under)performance’ for Black English speakers: Beyond achievement to opportunity. Journal of Black Studies, 50(6), 528-554. DOI: https://doi.org/10.1177/0021934719851870 [with University Partner] [5 Year Impact Factor: 0.70 | 2018 Impact factor: 0.621]

• Warrican, S.J., Alleyne, M.L., Smith, P., Cheema, J., & King, J. (2019). Peer effects in the individual and group literacy achievement of bidialectal high-school students. Reading Psychology, 40(2), 117-148. DOI:10.1080/02702711.2019.1571545 [with International Partner] [2018 Impact factor: 1.04 | H-Index: 35 | Acceptance Rate: 20%]

• Kumi-Yeboah, A., Brobbey, G., & Smith, P. (2019). Exploring factors that facilitate acculturation strategies and academic success of West African immigrant youth in urban schools. Education & Urban Society, 52(1), 21-50. DOI: https://doi.org/10.1177/0013124519846279 [5 Year Impact Factor: 1.226 | 2019 Impact factor: 1.014 | H-Index: 35]

• Smith, P. (2018). Finding (radical) hope in literacy: Pedagogical literacy insights from culturally and linguistically diverse students. Literacy Practice and Research, 43(3), 5-15. https://digitalcommons.usf.edu/tal_facpub/524 [Acceptance Rate: 50%]

• Smith, P. (2018). Learning to know, be, do, and live together with, in the cross-cultural experiences of immigrant teacher educators. Teaching and Teacher Education, 69, 263-274. DOI: https://doi.org/10.1016/j.tate.2017.10.018 [5 Year Impact Factor: 3.591 | 2019 Impact factor: 2.686]

• Smith, P., Cheema, J., Kumi-Yeboah, A., Warrican, S. J., & Alleyne, M. L. (2018). Language-based literacy differences in the literacy performance of bidialectal youth. Teachers College Record, 120(1), 1-36. DOI: https://doi.org/10.1177/016146811812000105 [with International Partner] [5 Year Impact Factor: 1.727 | 2018 Impact Factor: 1.072]

• Smith, P., Warrican, S. J., Kumi-Yeboah, A., & Richards, J. (2018). Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms: Recursivity, (re)positionality, bidirectionality. Teaching and Teacher Education, 69, 210-222. DOI: https://doi.org/10.1016/j.tate.2017.10.009 [with International Partner] [5 Year Impact Factor: 3.591 | 2019 Impact factor: 2.686]

• Smith, P., Frazier, P., Lee, J., & Chang, R. (2018). Incongruence between native and test administration languages: Towards equal opportunity in international literacy assessment. International Journal of Testing, 18(3), 276-296. DOI: https://doi.org/10.1080/15305058.2017.1407767 [with University Partner] [2018 Impact factor: 0.970 | H-Index: 17]

• Smith, P. (Invited, 2017). Non-Standardized Englishes in mainstream literacy practice. Oxford Research Encyclopedia of Education. New York, NY: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.18

• Louis, D., Thompson, K. V., Smith, P., Williams, H. M. A., & Watson, J. (2017). Afro-Caribbean immigrant faculty experiences in the American Academy: Voices of an invisible black population. The Urban Review, 49(4), 1-24. DOI: 10.1007/s11256-017-0414-0. [2018 Impact Factor: 1.41 | H-Index: 34]

• Smith, P., & Richards, J., Gutierrez, S., Schaffer-Rose, J., & Kumi-Yeboah, A. (2017). Shifting from diversity in multicultural populations to teacher/student interactions within transcultural spaces in an online literacy teacher education course. Literacy Practice and Research, 42(3), 7-15. [Acceptance Rate: 50%]

• Smith, P. (2016). A distinctly American opportunity: Crossing linguistic boundaries by exploring non-standardized Englishes in policy and practice. Policy Insights from the Behavioral and Brain Sciences (Sage Publications Special Volume), 3(2), 194-202. DOI: https://doi.org/10.1177/2372732216644451

• Kumi-Yeboah, A., & Smith, P. (2016). Relationships between minority students’ online learning experiences and academic performance. OLC Online Learning Journal (formerly the Journal of Asynchronous Online Learning Networks), 20(4). [2018 Impact Factor: 1.10]

• Kumi-Yeboah, A., & Smith, P. (2016). Cross-cultural educational experiences and academic achievement of Ghanaian immigrant youth in urban public schools. Education and Urban Society, 49(4), 434-455. DOI: 10.1177/0013124516643764. [5 Year Impact Factor: 1.018| 2018 Impact factor: 0.972]

• Smith, P., Warrican, S. J., & Kumi-Yeboah, A. (2016). Linguistic and cultural appropriations of a multilingual literacy teacher educator: An autoethnographic self-study. Studying Teacher Education, 12(1), 88-112. DOI: 10.1080/17425964.2016.1143811. [with International Partner] [2018 Impact factor: 1.14 | H-Index: 14]

• Kumi-Yeboah, A. & Smith, P. (2016). Factors that promote enhancement of critical multicultural citizenship education among Black immigrant youth. International Journal of Multicultural Education, 18(1), 158-182. DOI: http://dx.doi.org/10.18251/ijme.v18i1.1079 [2018 Impact factor: 0.88 | H-Index: 12]

• Anderson, A., Smith, P., Schneider, J. J., & Frier, A. D. (2015). Live! From Mount Olympus: Theatricizing two analyses of a multimodal, multimedia composition. Creative Approaches to Research, 8(1), 75-96.

• Smith, P. (2013). Accomplishing the goals of multicultural teacher education: How about transdisciplinarity?
  Curriculum and Teaching Dialogue, 15(1), 27-40.

• Smith, P., & King, J. (2013). An examination of veridicality in verbal protocols of language learners. Theory and Practice in Language Studies, 3(5), 709-720. DOI: 10.4304/tpls.3.5.709-720. [H-Index: 12]

• Smith, P., Rose, C., & Karkar-Esperat, T. (Invited, Submitted, 2022). Englishes as a site of colonial conflict: Re-envisioning institutional norms through a transraciolinguistic approach. In S. Melo-Pfeifer & V. Tavares (Eds.), Language teacher identity. Wiley-Blackwell.

• Warrican, S.J. & Smith, P. (Invited, Accepted, 2023). Reconciling raciolinguistic ideological tensions across nation states: Insights from educators’ Caribbean Englishes for anti-racist language education. In R. Figuera (Ed.), World Englishes and the politics of internationalisation: Critical perspectives from the Anglophone Caribbean. Routledge.

• Smith, P., Karkar-Esperat, T. (Invited, Accepted, 2023). Cultivating critical awareness: Affordances of a transraciolinguistic approach. In C. Finkbeiner & R. Zaidi, Z. Roy-Campbell & D. Pallais, C. Ikpeze & B. Buch (Eds.), Redirecting the flow of knowledge: From the individual to the local to the national to the international perspective. Information Age Publishing.

• Smith, P. (Invited, Accepted, 2023). Transraciolinguistics for transculturally just futures: An international perspective. In R. Zaidi (Ed.), Transcultural pedagogies for multilingual classrooms: Responding to changing realities in theory and practice. Bristol, UK: Multilingual Matters.

• Smith, P., Karkar-Esperat, T., Warrican, S.J., & Kumi-Yeboah, A. (Invited, 2023). Rethinking race in research on migration: Transnational literacies as tool. In E. Shizha & E. Makwarimba (Ed.), Intersectionality, transnationality and immigrant lives: Critical issues and approaches to international migration. Oxford, England: Oxford University Press.

• Smith, P. & Warrican, S.J. (Invited, 2021). Migrating while multilingual and Black: Beyond the ‘(bi)dialectal’ burden. In E. Bauer, L. Sánchez, Y. Wang, & A. Vaughan (Eds.), A transdisciplinary lens for bilingual education: Bridging translanguaging, sociocultural research, cognitive approaches, and student learning. New York, NY: Routledge. ISBN: 9781003152194.

• Smith, P., & Hajek, S. (Invited, 2021). Prism of promise: Towards responsive tools for diverse classrooms. In G. Li, J. Hare, & J. Anderson, (Eds.), Superdiversity and teacher education. New York, NY: Routledge. ISBN: 9781003038887.

• Warrican, S.J., Kumi-Yeboah, A., Smith, P., & Alleyne, M.L. (Invited, 2020). Fostering Senegalese immigrant students’ language and literacy learning: Experiences and academic achievement. In A. Cooper & A. Ibrahim (Eds.), Black voices matter: Black immigrants in the United States and the politics of race, language, and multiculturalism. New York, NY: Peter Lang Publishing. ISBN: 9781433173974.

• Smith, P., Warrican. S.J., & Williams, G. (2017). Towards transculturalism in tackling diversity for literacy teacher education. In J. Roswell & R. Zaidi (Eds.), Literacy lives in transcultural times (pp. 191-214). New York, NY: Routledge. ISBN: 9781315400860.

• Kumi-Yeboah, A., Tsevi, L., Brobbey, G., & Smith, P. (Invited, 2017). Understanding the educational and social experiences of African-born immigrant students in an urban school environment. In (Eds.), Erasing invisibility, inequity and social injustice of Africans in the diaspora and continent (pp. 76-101). United Kingdom: Cambridge Scholars Publishing. ISBN: 1443894974.

• Smith, P., & Marfo, K. (2015). Toward cross-sector integration of early childhood services in St. Lucia: Using historical, policy and linguistic factors to inform future progress. In M. Berson & I. Berson (Eds.), Global child advocacy series (Volume 6): Child advocacy and early childhood education policies in the Caribbean (pp. 17-48). Charlotte, NC: Information Age Publishing. ISBN: 978168123-2553.

• Kumi-Yeboah, A., Smith, P., Yuan, G., & Nash, C. (2015). Deepening understanding of multicultural online education: Teaching presence for English language learners. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Aygeman (Eds.), Handbook on strategic management of interaction, presence, and participation in online courses (pp. 472-493). Hershey, PA: IGI Global. ISBN: 10.4018/978-1-4666-9582-5. DOI: 10.4018/978-1-4666-9582-5.ch019.

• Smith, P., & Kumi-Yeboah, A. (2015). Exploring the interstices of literate, linguistic and cultural diversity. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of research on cross-cultural approaches to language and literacy development (pp. 237-260). Hershey, PA: IGI Global. ISBN: 9781466686687. DOI: 10.4018/978-1-5225-7305-0.ch087.

• Smith, P., & Kumi-Yeboah, A. (2015). Consolidating commonalities in language and literacy to inform policy: Bridging research cultures in the multilingual English-speaking Caribbean. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of research on cross-cultural approaches to language and literacy development (pp. 392-419). Hershey, PA: IGI Global. ISBN: 9781466686687. DOI: DOI: 10.4018/978-1-4666-8668-7.ch016.

• Smith, P., Frier, A. D., & Schneider, J. J. (2014). Negotiating American history: Bilingual learners collaboratively compose information texts. In J. S. Schneider (Ed.), Casework in K-6 writing instruction: Connecting composing strategies, digital literacies, and disciplinary content to the Common Core (pp. 193-204). New York, NY: Peter Lang. ISBN: 9781453913956.

• Kumi-Yeboah, A., & Smith, P. (2014). Blended learning in K-12 schools: Challenges and possibilities. In L. Kyei- Blankson & E. Ntuli (Eds.), Practical applications in blended learning environments: Experiences in K-20 education (pp. 25-42). Hershey, PA: IGI Global.

• Willis, A., Smith, P., Kim, J., & Hsieh, B. (Commissioned, Press Release, 2021). Racial justice in literacy research. Literacy Research Association. Press Release. [Commissioned]

• Smith, P. (2021). Five steps to address anti-Blackness: Black immigrant literacies. International Literacy Research Association Literacy Now Blog.

• Smith, P. (2021). Beyond anti-Blackness in bilingual education: Looking through the lens of the Black immigrant subject. American Educational Research Association Bilingual Education Research Special Interest Group Newsletter, Spring Edition. [Invited]

• Smith, P. (2023). How Black immigrant literacies can reinstate Black language and transcend the global myth of invented illiteracy and Black brokenness. London School of Economics and Political Science United States American Politics and Policy (LSE USAPP) Blog.

• Smith, P. (2020). Why for Black speakers, despite what they are told, using ‘Standard English’ will not lead to acceptance. London School of Economics and Political Science United States American Politics and Policy (LSE USAPP) Blog. [Invited]

• Smith, P., Kumi-Yeboah, A., Chang, R., Lee, J., & Frazier, P. (2020). Why Eurocentric literacy measures may be creating the illusion that Black students are underperforming. London School of Economics and Political Science United States American Politics and Policy (LSE USAPP) Blog. [Invited]

• Warrican, S.J., Leacock, C.J., Thompson, B., Alleyne, M., Smith, P., Burnette, A., Thomas, K. & Collins, D. (2020). Factors that influence academic performance of students in the Caribbean: An empirical study. Technical Report. University of the West Indies Cave Hill.

• Schneider, J., Hadley, E., Panos, A., Smith, P., & Richards, J., Bennett, S., Gunn, A., Persohn, L., Frier, A., & Krause, M. (2020). Literacy studies at USF statement on anti-racism. Tampa, FL: University of South Florida.

• Smith, P. & King, J. (2019). Cognitive interviewing in cross-cultural survey-item validation: Considerations for culturally and linguistically diverse populations. In L. Persohn & A. Frier (Eds.), A festschrift in honor of James R. King (pp. 149-212). Tampa, FL: University of South Florida.

• Smith, P. (2018, January/February). Renewing hope with Englishes: Insights from middle schoolers. Literacy Today, 34-35. [Invited]

• Smith, P. (2016, March). Re (Positioning) non-standardized Englishes in literacy: Cross-cultural and cross-linguistic insights. Language and Social Processes Special Interest Group Newsletter. American Educational Research Association. [Invited]

• Haddix, M., Cole, M., & Smith, P. et al. (2016). The role of literacy research in racism and racial violence. Statement endorsed by the Literacy Research Association.

• Balyasnikova, N., & Smith, P. (2016, November). TESOL Convention Issue. TESOL ICIS Newsletter. [with Doctoral Student]

• Balyasnikova, N., & Smith, P. (2016, November). Cultural Synergy. TESOL ICIS Newsletter. [with Doctoral Student]

• Smith, P., & Balyasnikova, N. (2016, April). TESOL Convention Issue. TESOL ICIS Newsletter. [with Doctoral Student]

• Smith, P., & Balyasnikova, N. (2015, November). Intercultural Communication: A Critical Perspective. TESOL ICIS Newsletter. [with Doctoral Student]

London Society for Economics United States of America Politics and Policy. The Ballpark: “Black immigrant literacies: Intersections of race, language and culture in the classroom”. [Podcast] London School of Economics (LSE) Phelan United States Centre. Available via Apple Podcasts, Buzz Sprout, Amazon Music, Spotify, Listen Notes… Produced by Chris Gilson, LSE, UK

AERA Writing & Literacies SIG. Translanguaging across literacies. AERA Writing & Literacies SIG Video. [Podcast]. Produced by Victoria “Tori” Pennington.

Multicultural Classroom. Black Immigrant Literacies. Produced by Roberto Germán.

Classroom Caffeine. A Conversation with Patriann Smith, 2021 Available via Classroom Caffeine, Apple Podcasts, Buzz Sprout, Amazon Music, Spotify, Listen Notes. Retrieved from https://www.classroomcaffeine.com/guests/patriann-smith. By Dr. Lindsay Persohn,
Assistant Professor, University of South Florida, Tampa, FL

VoiceD Radio. A Transraciolinguistic Approach for Literacy Classrooms, 2021 Available on Spreaker. By Drs. Rahat Zaidi & Stephen Hurley. Retrieved from https://voiced.ca/podcast_episode_post/a-transraciolinguistic-approach-for-literacy-classrooms-ft-dr-patriann-smith/ University of Calgary.

On Black Lives and Literacies. AERA Writing & Literacies SIG Twitter Chat, 2022 By Dr. Dianne Wellington. Indiana University https://www.youtube.com/watch?v=IiDB97ZlvuY

On De-essentializing Linguistic Blackness and “Black Diasporic Possibilities”. Critical Conversations NJTESOL-NJBE Critical Conversations (Expert Guest for Season 2), 2022 By Dr. Tasha Austin, NJBE Teacher Education SIG: Rutgers. https://www.youtube.com/watch?v=IiDB97ZlvuY

Racial Justice in Literacy Research, 2021 Webinar organized, coordinated and presented by Literacy Studies in collaboration with David Anchin Center and the Literacy Research Association (100+ participants). Tampa, FL.

Patriann is happy to chat about innovative solutions that support students’ languages, lives, and literacies. If you want to connect about research, teaching, learning, literacy, language, or anything else, don’t hesitate to reach out.

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