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
Articles In Refereed Journals
Duran, C.S. (under review) “I want to do things with languages”: A male Karenni refugee’s reconstructing multilingual capital. Journal of Language, Identity and Education.
Friedrich, P., Chaudhuri, A., Duran, C.S., et al (2013). Reading Pennycook critically ten years later: a group’s reflections on and questions about critical applied linguistics. International Multilingual Research Journal, 7, 119-137.
Duran, C.S. (forthcoming, December 2014) Theorizing Agency among Young Language Learners through the Lens of Multilingual Repertoires: A Socio-cultural Perspective. In Deters, P., Gao, X., Miller, E. R., & Vitanova, G. (eds.)Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches. Bristol, England: Multilingual Matters.
Matsuda, A. & Duran, C.S. (2013) Problematizing the construction of Americans as monolingual English speakers. In V. Ramanathan (ed.), Language Policy, Pedagogic Practices: Rights, Access, Citizenship, pp. 35-51. Bristol, England: Multilingual Matters.
Matsuda, A. & Duran, C.S. (2012) EIL Activities and Tasks for Traditional English Classrooms. In A. Matsuda (ed.), Principles and Practices of Teaching English as an International Language. Multilingual Matters.
Duran, C.S. (proposal accepted) Multimodal Literacies and Language Socialization in Karenni Children’s Videogaming Community. TESOL Quarterly’s 2015 Special Issue.
- ENGL 4300 Introduction to the Study of Language
- ENGL 4310 History of English
- ENGL 4315 Sociolinguistics
- ENGL 4322 Grammar and Usage
- Selected Topics: Varieties of English
- ENGL 7335 Sociolinguistics/Linguistic Anthropology
- American Anthropological Association (AAA)
- American Association of Applied Linguistics (AAAL)
- Teachers of English to Speakers of Other Languages (TESOL)