Assistant Professor of English
Increases in the movement of people, languages, cultures, ideas, and goods across national boundaries have challenged us to think critically about space, diversity, and rights. This challenge is at the heart of my scholarship and research that intends to advocate the voice of immigrant/refugee children and their families.
As a qualitative researcher, I utilize multiple ethnographic methods to approach social, cultural, and historical constructs of migration and multilingualism. I draw on theoretical insights of applied linguistics, sociolinguistics, literacy studies, and educational anthropology. I explore how the contradictory ideologies of language between the sending and the receiving countries complicate the lived experiences, language and literacy development, and learning trajectories of immigrant and refugee families. Recently, my research interest and commitment have culminated into my dissertation, entitled “A Study of Multilingual Repertoires and Accumulated Literacies: Three Karenni Families Living in Arizona.” The study examined how the Karenni refugee families’ (originally from Burma) language and literacy practices are shaped by their multiple migrations, ideologies of language, generational differences, and the current technology advancement.
- Ph.D., Arizona State University, Curriculum and Instruction/Language and Literacy
- M.A., University of Texas at San Antonio, Bicultural-Bilingual Studies, Concentration in Teaching ESL
- B.A., Chulalongkorn University (Bangkok, Thailand), English
Multilingualism, Transnationalism, Literacy Studies, Language Teaching and Learning
Article In Refereed Journal
Friedrich, P., Chaudhuri, A., Duran, C.S., Diniz de Figueiredo, E., Fredricks, D. et al (in press). Reading Pennycook critically ten years later: a group’s reflections on and questions about critical applied linguistics. International Multilingual Research Journal. Expected 2013.
Duran, C.S. (proposal accepted). Theorizing agency among young language learners through the lens of multilingual repertoires: A Socio-cultural Perspective. In E. Miller et al. (eds.), tentatively titled Interdisciplinary Approaches to Theorizing and Analyzing Agency and Second Language Learning.
Matsuda, A. & Duran, C.S. (2012). EIL Pedagogy Ideas. In A. Matsuda (Ed.), Principles and Practices of Teaching English as an International Language. Multilingual Matters.
Matsuda, A. & Duran, C.S. (in press). Problematizing the construction of Americans as monolingual English speakers. In V. Ramanathan (Ed.), Language Policy, Pedagogic Practices: Rights, Access, Citizenship. Multilingual Matters. Expected 2013.
- Duran, C.S. (manuscript in progress). Karenni youth practicing their accumulated literacies in the new context.
- Duran, C.S. (manuscript in progress). Children as ethnographers: Working in the field with refugee children.
- 4300 Introduction to the Study of Language
- 4315 Sociolinguistics
- 4322 Grammar and Usage
- American Anthropological Association (AAA)
- American Association of Applied Linguistics (AAAL)
- Teachers of English to Speakers of Other Languages (TESOL)